Technology use and employee well-being among teachers during Covid-19: moderating effects of school support and detachment from work

IF 2.4 Q3 MANAGEMENT

International Journal of Educational Management Pub Date : 2024-08-06 DOI:10.1108/ijem-04-2023-0211

Sanna Nuutinen, Laura Bordi

{"title":"Technology use and employee well-being among teachers during Covid-19: moderating effects of school support and detachment from work","authors":"Sanna Nuutinen, Laura Bordi","doi":"10.1108/ijem-04-2023-0211","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>This study examined whether job and personal resources could buffer the negative effects of technostrain and information and communication technology (ICT) availability demands on employee well-being.</p>\n<h3>Design/methodology/approach</h3>\n<p>The data were collected among Finnish comprehensive school teachers (<em>n</em> = 323) between December 2020 and February 2021 through an online questionnaire. Hierarchical multiple regression analyses were employed to analyse the main and moderating effects.</p>\n<h3>Findings</h3>\n<p>The results indicated that technostrain was positively associated with burnout and negatively associated with work engagement. These associations were stronger than those of ICT availability demands. The moderated regression analyses revealed that psychological detachment buffered the negative effects of technostrain on cynicism and a sense of inadequacy. School support acted as a moderator by buffering the negative impact of technostrain on emotional exhaustion and cynicism. Furthermore, school support was found to be an important job resource in terms of boosting work engagement when ICT availability demands were high.</p>\n<h3>Originality/value</h3>\n<p>This study provides insights into the role of resources in buffering possible burdening effects of technology on teacher well-being when adopting online teaching in the context of the Covid-19 pandemic.</p>","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Management","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/ijem-04-2023-0211","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"MANAGEMENT","Score":null,"Total":0}

引用次数: 0

Abstract

Purpose

This study examined whether job and personal resources could buffer the negative effects of technostrain and information and communication technology (ICT) availability demands on employee well-being.

Design/methodology/approach

The data were collected among Finnish comprehensive school teachers (n = 323) between December 2020 and February 2021 through an online questionnaire. Hierarchical multiple regression analyses were employed to analyse the main and moderating effects.

Findings

The results indicated that technostrain was positively associated with burnout and negatively associated with work engagement. These associations were stronger than those of ICT availability demands. The moderated regression analyses revealed that psychological detachment buffered the negative effects of technostrain on cynicism and a sense of inadequacy. School support acted as a moderator by buffering the negative impact of technostrain on emotional exhaustion and cynicism. Furthermore, school support was found to be an important job resource in terms of boosting work engagement when ICT availability demands were high.

Originality/value

This study provides insights into the role of resources in buffering possible burdening effects of technology on teacher well-being when adopting online teaching in the context of the Covid-19 pandemic.

查看原文本刊更多论文

Covid-19 期间教师的技术使用和员工幸福感：学校支持和脱离工作的调节作用

目的本研究探讨了工作和个人资源能否缓冲技术紧张和信息通信技术（ICT）可用性需求对员工幸福感的负面影响。结果结果表明，技术紧张与职业倦怠呈正相关，与工作投入呈负相关。这些关联比信息和通信技术可用性需求的关联更强。调节回归分析表明，心理疏离缓冲了技术紧张对愤世嫉俗和不足感的负面影响。学校的支持起到了调节作用，缓冲了技术紧张对情感衰竭和愤世嫉俗的负面影响。此外，当信息和通信技术的可用性要求较高时，学校的支持被认为是提高工作投入度的重要工作资源。原创性/价值这项研究深入探讨了在 Covid-19 大流行的背景下采用在线教学时，资源在缓冲技术对教师幸福感可能产生的负担效应方面所起的作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

International Journal of Educational Management MANAGEMENT-

CiteScore

4.30

自引率

8.30%

发文量

期刊介绍： The International Journal of Educational Management (IJEM) provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide. As the whole structure and philosophy of education goes through a sea-change, and as budgets are cut, educational managers need to keep abreast of new developments in order to maximize their resources and determine the most appropriate management strategy for their institution. The journal explores research in the following areas: -Innovation in educational management across the spectrum -The development of educational delivery mechanisms -Creation of an environment in which the management of resources provides the most efficient outputs -Sharing of new initiatives, with an international application The International Journal of Educational Management addresses the increasingly complex role of the educational manager, offering international perspectives on common problems and providing a forum for the sharing of ideas, information and expertise.