Exploring technostress in disruptive teaching practices

Abstract

PurposeIn this study, the authors explore teachers' experiences of work during the pandemic using the analytic lens of technostress. More specifically, the authors investigate how the sudden transition to distance education induces technostress among teachers in relation to their teaching practice.Design/methodology/approachThe data gathering method constitutes a questionnaire that explores how teachers' work situation was affected by shifting to distance education. 286 Swedish teachers answered the open-ended questionnaire.FindingsThe results demonstrate how technostress creators, technostress strains and teachers' coping strategies are expressed in teaching practice during an extreme case of digitalization.Originality/valueThe authors contribute to the work on technostress by suggesting the theoretical concept of “technorest” to shed light on alternative effects of the digitalization of work practice. Furthermore, the authors give examples of technorest creators which the authors term “techno-shields” and “techno-security”. The results could be interesting to enhance the understanding of the digitalization of work practices and cultivate a more favorable work situation.