Digital Competencies and Techno-Stress in Teachers at a Public University in Ancash, Peru

In the digital era, integrating digital competencies in teaching has become crucial. However, this change is challenging, and techno-stress is a relevant concern. This research aimed to determine the relationship between digital competencies and the technostress of remote teachers at a public univer...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Journal of higher education theory and practice 2024-05, Vol.24 (4), p.65-76
Hauptverfasser: Avila-Sánchez, Geraldine Amelia, Nina-Cuchillo, Josue, Revilla-Arce, Jeiden, Ramirez-Heredia, Rosa Candelaria, Castro-Vargas, Daniel Jesús, Nina-Cuchillo, Enoc Eusebio
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:In the digital era, integrating digital competencies in teaching has become crucial. However, this change is challenging, and techno-stress is a relevant concern. This research aimed to determine the relationship between digital competencies and the technostress of remote teachers at a public university in Ancash, Peru. The study was basic, descriptive correlational, non-experimental, and cross-sectional. The population included 168 remote-mode teachers at the undergraduate level and the sample consisted of 90 teachers, with non-probabilistic convenience sampling. The results showed that digital competencies are at a regular level (48.90%) while technostress is at a moderate level (45.60%). Finally, it is concluded that digital competencies are significantly related to technostress. In addition, the value of Spearman’s Rho coefficient (-0.702) confirms that the degree of correlation is negative and high.
ISSN:2158-3595
DOI:10.33423/jhetp.v24i4.6944