The Relationship among Factors Affecting Teachers' Online Teaching Stress

Abstract

The objectives of this research were 1) to study the relationship between factors affecting teachers' online teaching stress and 2) to study the online teaching stress among teachers classified by personal status in a private university. The research model is a quantitative research using the concept of Çoklar, Efilti, & Sahin (2017) that focuses on studying stress from using technology among educational personnel which  related to teaching and learning management of teachers, together with other concepts affecting stress from online teaching as a research framework. The research area is a private university in the northern part of the country. The sample group used in this research were 136 teachers who were drawn from non-probability random sampling using a questionnaire as a tool. Data were analyzed using descriptive statistics including frequency, percentage, mean and standard deviation. The results showed that 1) different genders affected self-efficacy. and teachers' online teaching stress were significantly different at the .05 level. 2) Teachers of different ages have different emotional exhaustion, self-efficacy and the stress from using online teaching technology significantly different at the .05 level. 3) emotional exhaustion, self-efficacy, the stress of using online teaching technology and their attitude towards online teaching technology with the stress of the teacher's online teaching have a positive relationship where the stress from using online teaching technology was the most positive correlation with teachers' online teaching stress (r=.663). Findings from this research will be useful as a guideline to reduce stress from online teaching, such as training to change teachers' attitudes about the use of technology in online teaching management.