TECHNOSTRESS AMONG EDUCATORS: A REVISIT OF SOCIAL COGNITIVE PERSPECTIVE

Abstract

The rapid development of computer technology should facilitate individuals to accomplish their specific tasks in more effective and efficient ways. Y et, some teachers have still experienced a barrier towards the use of computer technology in their worklife. This cognitive thought further exhibits technostress resulted from their negative belief and resistance in adopting the computer technology. The purpose of our research is to evaluate the perspective given in social cognitive theory embedded in the relationship among individual perceptions on technology acceptance, work overload, job insecurity and technostress indicated from individuals physical and psychological responses. The survey was conducted using a sample of 152 vocational schools teachers at a selected region in Indonesia. The results of data analyses using partial least square (PLS) method suggested that technostress could be overcomed by enhancing teachers’ belief through the employment of ICT in their educational service. The high level of individual cognitive belief towards computer technology will reduce the level of technostress without being affraid of having greater amount of workload and job insecurity caused by their lack of computer efficacy.