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Teacher Technostress and Coping Mechanisms during COVID-19 Pandemic: A Systematic Review

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Title: Teacher Technostress and Coping Mechanisms during COVID-19 Pandemic: A Systematic Review
Language: English
Authors: Nang, Abdul F. M., Maat, Siti M. (ORCID 0000-0002-5507-9081), Mahmud, Muhammad S.
Source: Pegem Journal of Education and Instruction. 2022 12(2):200-212.
Availability: Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: http://www.pegegog.net/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2022
Document Type: Journal Articles
Information Analyses
Reports - Research
Descriptors: COVID-19, Pandemics, Coping, School Closing, Stress Management, Online Courses, Educational Technology, Technology Uses in Education, Educational Research, Stress Variables, Well Being, Teacher Burnout, Adjustment (to Environment), Teacher Attitudes, Foreign Countries
Geographic Terms: Europe, Asia, North America, Latin America, Australia, Africa, Middle East
ISSN: 2146-0655
Abstract: The COVID-19 pandemic has struck many countries around the world. Most countries declared a health emergency to halt the spread of COVID-19 cases, putting all citizens on lockdown. This has caused schools to implement distance learning strategies with little or no prior experience. The COVID-19 pandemic has pushed the world's education system into an unstructured, emergency remote education mode. New issues arise as a result of the change from offline to online instruction, as well as achieving work-life balance. Hence this systematics review was guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) in order to identify the current research on teacher technostress. The factors that contribute to the said factor and ways of overcoming teachers' technostress during online learning would be investigated. A number of 52 related studies were accessed from Jun 2021 until September 2021 for this study. Articles published between 2019 and 2021 were sought from two leading databases which are Web of Science (WOS) and Scopus. Thus, this review systematically identifies teacher technostress and coping mechanisms during COVID-19 pandemic. It was found that several effects were caused by the technology use. In light of the result, stakeholders need to prepare a proactive way to make sure teachers are less stressed with this new norm of teaching and learning.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1343338
Database: ERIC
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  Data: Teacher Technostress and Coping Mechanisms during COVID-19 Pandemic: A Systematic Review
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  Data: <searchLink fieldCode="AR" term="%22Nang%2C+Abdul+F%2E+M%2E%22">Nang, Abdul F. M.</searchLink><br /><searchLink fieldCode="AR" term="%22Maat%2C+Siti+M%2E%22">Maat, Siti M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5507-9081">0000-0002-5507-9081</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mahmud%2C+Muhammad+S%2E%22">Mahmud, Muhammad S.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Pegem+Journal+of+Education+and+Instruction%22"><i>Pegem Journal of Education and Instruction</i></searchLink>. 2022 12(2):200-212.
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  Data: Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: http://www.pegegog.net/
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Europe%22">Europe</searchLink><br /><searchLink fieldCode="DE" term="%22Asia%22">Asia</searchLink><br /><searchLink fieldCode="DE" term="%22North+America%22">North America</searchLink><br /><searchLink fieldCode="DE" term="%22Latin+America%22">Latin America</searchLink><br /><searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink><br /><searchLink fieldCode="DE" term="%22Africa%22">Africa</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+East%22">Middle East</searchLink>
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  Data: The COVID-19 pandemic has struck many countries around the world. Most countries declared a health emergency to halt the spread of COVID-19 cases, putting all citizens on lockdown. This has caused schools to implement distance learning strategies with little or no prior experience. The COVID-19 pandemic has pushed the world's education system into an unstructured, emergency remote education mode. New issues arise as a result of the change from offline to online instruction, as well as achieving work-life balance. Hence this systematics review was guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) in order to identify the current research on teacher technostress. The factors that contribute to the said factor and ways of overcoming teachers' technostress during online learning would be investigated. A number of 52 related studies were accessed from Jun 2021 until September 2021 for this study. Articles published between 2019 and 2021 were sought from two leading databases which are Web of Science (WOS) and Scopus. Thus, this review systematically identifies teacher technostress and coping mechanisms during COVID-19 pandemic. It was found that several effects were caused by the technology use. In light of the result, stakeholders need to prepare a proactive way to make sure teachers are less stressed with this new norm of teaching and learning.
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  Data: 2022
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  Data: EJ1343338
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      – Text: English
    PhysicalDescription:
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        PageCount: 13
        StartPage: 200
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Coping
        Type: general
      – SubjectFull: School Closing
        Type: general
      – SubjectFull: Stress Management
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Educational Research
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      – SubjectFull: Stress Variables
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      – SubjectFull: Well Being
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      – SubjectFull: Teacher Burnout
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      – SubjectFull: Adjustment (to Environment)
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Europe
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      – SubjectFull: Asia
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      – SubjectFull: North America
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      – SubjectFull: Latin America
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      – SubjectFull: Australia
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      – SubjectFull: Africa
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      – SubjectFull: Middle East
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      – TitleFull: Teacher Technostress and Coping Mechanisms during COVID-19 Pandemic: A Systematic Review
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