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AIS Transactions on Replication Research

Abstract

During the COVID-19 pandemic, K-12 teachers in the United States were forced to alter their work routines in order to use technology to complete a variety of work-related responsibilities. K-12 teachers, therefore, experienced a range of techno-stressors and faced their negative impacts, such as burnout and turnover intention. However, not much is known about which techno-stressors K-12 teachers found particularly distressful when teaching during the COVID-19 pandemic, how each techno-stressor contributed to feelings of burnout, and how a proactive approach to mitigating technostress called literacy facilitation may have lessened the effects of each techno-stressor and burnout. Moreover, little is known about how those relationships compare to the techno-stressors experienced when teaching before the COVID-19 pandemic. This paper conducts an exact replication of Califf and Brooks (2020), who investigated how K-12 teachers experienced technostress before the COVID-19 pandemic. The exact replication adopts the research model, constructs, and questionnaire published in Califf and Brooks (2020) to test survey data collected from K-12 teachers in early 2021, a time when most U.S. adults were not yet vaccinated against COVID-19. The effects of five techno-stressors—techno-complexity, techno-insecurity, techno-invasion, techno-overload, and techno-uncertainty—on burnout, and the effect of burnout on turnover intention, are investigated. Moreover, the effect of literacy facilitation on the five techno-stressors and burnout is also investigated. Results from the replication study are compared to the results published by Califf and Brooks (2020). More detailed contributions to research and practice are discussed.

DOI

10.17705/1atrr.00084

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