Preferred Name

Brandon Liu

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Graduation

Summer 5-2-2019

Document Type


Degree Name

Master of Science in Education (MSEd)


Department of Learning, Technology and Leadership Education


Diane Foucar-Szocki


With new technology restructuring instructional practices, many school systems are working towards adoption and integration to meet learning standards and demands (Çoklar, Efilti, Şahin, & Akçay, 2016; Al-Fudail & Mellar, 2008; Hixon & Buckenmeyer, 2009; McCannon & Crews, 2000; Nepo 2017; Straub, 2009; Sang, Valcke, van Braak & Tondeur, 2010; Wood, Mirza, & Shaw, 2018). However, few studies have been conducted within educational environments on technology-related stress and well-being when technology adoption is mandatory. Building off of Jena’s (2015) prior technostress study, this study aims to contribute to and better understand technostress within a Mandatory Adoption Policy Environment (MAPE). This will be most pertinent for middle and high school teachers and administrators directly affected by new technology integration.

An electronic survey was sent out and responses were collected and analyzed. Teachers experience of technostress and their reported levels of improved technology performance in the MAPE vary. Teachers report that the technostress inhibitors of clear documentation, responsive help desk and emphasis on teamwork for technology solutions are largely present in the MAPE. Overall, 90% of teachers report high job satisfaction within the Mandatory Adoption Policy Environment. Statistical analyses indicate a difference between middle and high school teachers in technology-enabled performance, with middle school teachers scoring higher on items asking about their technology performance after introduction of the MAPE (M = 18.54, SD = 3.10) than high school teachers (M =16.98, SD = 3.89), (t(145) = 2.542, p < .05). Differences were observed between scores on items of Technostress Creators between teachers who reported themselves employed 1-2 years, 2-5 years, and 11-20 years with the school division.



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