Evaluating Technostress to Improve Teaching Performance

Abstract

The main objective is to evaluate the techno stress perception in the Chilean higher education system professors, a system with a strong market orientation regarding the career's free choice and professional orientation, which is mainly offered in face-to-face mode. In the techno-stress levels identification, it is important to distinguish if these are such that they can affect the teaching performance. For this, techno-tensors and factors are used that determine the technology impact levels in academic stress, in the components: skepticism, fatigue, anxiety and inefficacy. A quantitative approach methodology and non-random design is used, with a snowball sampling obtaining the 190 academics' opinions from Chilean universities. Detecting in general low techno-stress levels with the fatigue slightly higher in comparison to the other three components.