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From ICT Use to Technostress: Understanding Instructional Disruption among New Generation School Teachers

Sarom Mok(1), Satya Yen(2), Sothea Lim(3), Ramy Chhun(4), Sophal Yoeun(5), Votanak Heng(6),


(1) Preah Sihamoniraja Buddhist University
(2) NEAVEA OBROM Training Center
(3) Ministry of Education, Youth and Sport
(4) Ministry of Education, Youth and Sport
(5) Preah Sihamoniraja Buddhist University
(6) Preah Sihamoniraja Buddhist University
Corresponding Author

Abstract


The growing use of information and communication technology (ICT) has expanded teachers’ professional responsibilities while creating new forms of technostress. This study examined relationships among ICT use, technostress, and instructional disruption among New Generation School teachers using an explanatory sequential mixed-methods design. Quantitative data from 118 teachers were collected through surveys, followed by technology-use logs and semi-structured interviews. ICT use was positively associated with technostress, while technostress was more consistently related to perceived disruption in planning, classroom management, student engagement, and classroom discussion. Qualitative findings highlighted after-hours ICT use, communication demands, email pressure, and technological uncertainty. Instructional disruption is linked less to ICT use itself than to stressful technological demands and organizational expectations.

Keywords


ICT; Instructional disruption; New Generation School teachers; Technostress; Teacher technology use

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