Abstract

The field of education is increasingly reliant on the use of technology in the 21st century. The focus is now on the quality of learning rather than the methods of delivery. Evidence highlights that employees working in the field of education face a continual need to keep up with technology to provide quality education. As a result, employees experience technostress due to the increased use of technology. The problem of technostress in education is essential to address because it may lead to disengagement, turnover, and low employment performance. This study utilizes the Gap Analysis framework to evaluate the knowledge, motivation, and organizational influences on the technostress experienced by faculty and to understand the triggers and inhibitors of technostress in addition to finding ways to cope with it. The purpose of this study was to evaluate the technostress experienced by faculty members. It aimed to identify the KMO influences affecting the faculty members, contributing to job dissatisfaction and low job performance. With the large number of faculty members needing to use educational technology, this study was relevant to education trends. The foundation of this study was the gap analysis framework (Clark & Estes, 2008). The study’s conceptual framework focused on understanding the gaps in faculty knowledge, motivation, and organizational influences leading to technostress, lowering employee performance, and job satisfaction. This study's research strategy focuses on using quantitative research and the survey methodology to evaluate the impact of technostress and identify ways to cope with it. The survey questions were grouped based on the KMO influences on technostress experienced by employees. The survey responses helped determine the triggers and inhibitors of technostress related to the research questions and the conceptual framework. The study’s recommendations are based on the gaps identified in knowledge, motivation, and organizational influences resulting in faculty's technostress. Each recommendation is guided by existing literature to achieve expected results to help faculty cope with technostress.

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