Relations of Technological Pedagogical Content Knowledge (TPACK) and Educational Settings Support with Iranian EFL Teachers’ Technostress

Abstract

Despite the incontrovertible benefits of modern technologies for the learning process, interest in understanding the dark side of technology use has increased among researchers. The present study aimed to investigate whether Technological Pedagogical Content Knowledge (TPACK) and educational settings support could predict Iranian EFL Teachers’ Technostress. In so doing, from among high-school teachers and university lecturers of Islamic Azad University of Isfahan, required to integrate Information Communication Technology (ICT) in their teaching curriculum, 63 were chosen to participate in the study through convenience sampling. To gather the data, a Likert-type questionnaire was adopted from Dong et al. (2020). Regression analyses revealed that Iranian EFL Teachers’ Technostress could be predicted from Technological Pedagogical Content Knowledge (TPACK), university support, and School Support. The implications for the findings are that school principals, as well as university administrators, need to support university lecturers and teachers and create university professional learning communities to improve their TPACK as well as computer efficacy to get along with teachers and university lecturers’ technostress.