چكيده
The purpose of our research is to investigate the relationship between EFL teachers’ technostress, technological pedagogical content knowledge (TPACK), school support, computer self-efficacy, and demographic variables. Today the technology has played a major role in English language teaching and learning. Over last few decades, some researchers have emphasized on the stress of teachers while using technology in their classrooms (Al-Fudail & Mesllar 2008). Because of the increasing development of technologies, teachers face stress to keep pace with new technologies. This phenomenon is known as technostress. Koehler and Mishra (2006) defined TPACK as ability to utilize technology to cover the methods which are used in academic settings with technology, to support students solve issues they face while learning, to consolidate current knowledge, and to work on technology in terms of keeping and obtaining more up to dated data and knowledge. Computer self-efficacy reflects individual’s confidence on his/her abilities to use technologies (Compeau and Higgins 1995). Another factor can be impressive on technostress level is administration support. The school support is a key force in encouraging teachers to use technology (Drossel et al.2017). Demographic variables are another environmental factors influencing the technostress. These variables such as gender and age are considered as internal factors. This study aimed to explore whether or not technological pedagogical content knowledge (TPACK), computer self-efficacy, administration support, and demographic variables (age, gender, & experience) predict EFL teachers’ techno-stress. Data were collected from 60 in-service teachers, 30 males, and 30 females with age range between 25-59 years old. The data collected through distributing an online survey. Teachers participated voluntarily in the anonymous type survey.The research method were five questionnaires: Computer self-efficacy Scale, Teachers’ Technostress Level Defining (TTLDS) Questionnaire, Technological Pedagogical Content Knowledge (TPACK) survey questionnaire, Overall Support (OS) questionnaire, and Demographic questionnaire.The results revealed that different factors are effective in technostress among EFL teachers. Moreover, there was a large correlation between TPACK and administrative support. Besides, there was a large correlation between Computer self-efficacy and administrative support. Furthermore, the relationship between TPACK and computer self-efficacy was medium. Moreover, gender, years of teaching, and computer self-efficacy could predict EFL teachers’ technostress.
