The effect of technostress on the teachers’ willingness to use online teaching modes and the moderating role of job insecurity during COVID-19 pandemic in Pakistan

Abstract

Purpose

The purpose of this study is to analyze the impact of technostress on the teachers’ willingness to use online Teaching Modes, with the moderating role of job insecurity in Pakistan.

Design/methodology/approach

Holistically, this study collected 242 samples using the convenient sampling technique for data collection. The response rate was 69.1%. The respondents of the study are academic staff working in private colleges and universities. The data are essentially collected by using the scales of technostress, job insecurity and willingness to utilize online teaching modes.

Findings

The results reveal a significant and negative relationship between technostress and the teachers’ willingness to use online modalities. Interestingly, job insecurity moderates the relationship between technostress and the teachers’ willingness to use online modalities.

Research limitations/implications

Only academic staff of colleges and universities is considered in this study. In later studies, researchers may consider the school teachers as their potential respondents.

Originality/value

The results of the study provide important insight for the higher management of the academic institutes to motivate their employees to use online resources by using effective leadership and management skills during unforeseen events in the future.

Citation

Mushtaque, I., Waqas, H. and Awais-E-Yazdan, M. (2022), "The effect of technostress on the teachers’ willingness to use online teaching modes and the moderating role of job insecurity during COVID-19 pandemic in Pakistan", International Journal of Educational Management, Vol. 36 No. 1, pp. 63-80. https://doi.org/10.1108/IJEM-07-2021-0291