Covid-19 Pandemi Sürecinde Teknostres ve İş-Aile Çatışması

Bu çalışmanın amacı, öğretmenlerin özellikle COVID-19 pandemi sürecinin beraberinde getirdiği çevrimiçi/uzaktan eğitim sisteminde yaşadıkları teknostres düzeyinin iş-aile çatışması üzerine etkilerini incelemektir. Bu maksatla, Ankara’da devlet okullarında ve özel okullarda görev yapan 242 öğretmenden çevrimiçi anket yoluyla elde edilen veri analiz edilmiştir. Çalışmada her bir değişkene ait doğrulayıcı faktör analizleri (DFA) yapısal eşitlik modeli (AMOS) kullanılarak yapılmıştır. Değişkenler arası ilişkileri ortaya koymak için korelasyon analizinden ve hipotezlerin test edilmesi maksadıyla da hiyerarşik regresyon analizinden faydalanılmıştır. Analiz sonuçları, öğretmenlerin bu süreçte yaşadıkları teknostresin hem iş-aile hem de aile-iş çatışmasına neden olduğunu ortaya koymuştur. Elde edilen bulgular ışığında, sadece içinde bulunulan pandemi sürecinde değil, sonrasında da yoğun şekilde bilişim teknolojilerini eğitim süreçlerine entegre etmesi beklenen öğretmenlerin etkinliğini ve verimliliğini artırabilmek için eğitim sektörü yöneticilerine de konu ile ilgili önerilerde bulunulmuştur.

Technostress and Work-Family Conflict During Covid-19 Pandemi

The aim of this study is to examine the effects of the technostress level experienced by teachers during online/distance education system due to the COVID-19 pandemic, on work-family conflict. For this purpose, the data obtained from 242 teachers working in public and private schools in Ankara via online questionnaires has been analyzed. The structural equation model (AMOS) has been employed to perform confirmatory factor analysis (CFA) of each variable. In order to reveal the relationship between variables correlation analysis and to test the hypotheses, hierarchical regression analysis has been carried out. Analysis results revealed that the technostress teachers experienced during this process caused both work-family and family-work conflicts. In order to increase the effectiveness and efficiency of teachers, expected to integrate information technologies into education processes not only during the pandemic process we are in but also afterwards, several suggestions have also been presented for education sector executives in the light of findings.

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Çankırı Karatekin Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi-Cover
  • ISSN: 1308-5549
  • Başlangıç: 2011
  • Yayıncı: Çankırı Karatekin Üniversitesi