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Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review

Author

Listed:
  • José-María Fernández-Batanero

    (Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain)

  • Pedro Román-Graván

    (Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain)

  • Miguel-María Reyes-Rebollo

    (Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain)

  • Marta Montenegro-Rueda

    (Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain)

Abstract

Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.

Suggested Citation

  • José-María Fernández-Batanero & Pedro Román-Graván & Miguel-María Reyes-Rebollo & Marta Montenegro-Rueda, 2021. "Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review," IJERPH, MDPI, vol. 18(2), pages 1-13, January.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:2:p:548-:d:478264
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    References listed on IDEAS

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    1. T. S. Ragu-Nathan & Monideepa Tarafdar & Bhanu S. Ragu-Nathan & Qiang Tu, 2008. "The Consequences of Technostress for End Users in Organizations: Conceptual Development and Empirical Validation," Information Systems Research, INFORMS, vol. 19(4), pages 417-433, December.
    2. Nicolas Meylan & Joël Meylan & Mercedes Rodriguez & Patrick Bonvin & Eric Tardif, 2020. "What Types of Educational Practices Impact School Burnout Levels in Adolescents?," IJERPH, MDPI, vol. 17(4), pages 1-13, February.
    3. Alessandro Liberati & Douglas G Altman & Jennifer Tetzlaff & Cynthia Mulrow & Peter C Gøtzsche & John P A Ioannidis & Mike Clarke & P J Devereaux & Jos Kleijnen & David Moher, 2009. "The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-28, July.
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    Cited by:

    1. Johanna Andrea Navarro-Espinosa & Manuel Vaquero-Abellán & Alberto-Jesús Perea-Moreno & Gerardo Pedrós-Pérez & Pilar Aparicio-Martínez & Maria Pilar Martínez-Jiménez, 2021. "The Influence of Technology on Mental Well-Being of STEM Teachers at University Level: COVID-19 as a Stressor," IJERPH, MDPI, vol. 18(18), pages 1-23, September.
    2. Pablo A. Lizana & Lydia Lera, 2022. "Depression, Anxiety, and Stress among Teachers during the Second COVID-19 Wave," IJERPH, MDPI, vol. 19(10), pages 1-12, May.
    3. David Ortega-Jiménez & Pablo Ruisoto & Francisco Díaz Bretones & Marina del Rocío Ramírez & Silvia Vaca Gallegos, 2021. "Psychological (In)Flexibility Mediates the Effect of Loneliness on Psychological Stress. Evidence from a Large Sample of University Professors," IJERPH, MDPI, vol. 18(6), pages 1-8, March.
    4. Qi Li & Zhilong Xie & Guofang Zeng, 2023. "The Influence of Teaching Practicum on Foreign Language Teaching Anxiety Among Pre-Service EFL Teachers," SAGE Open, , vol. 13(1), pages 21582440221, January.
    5. Laura Parte & Teresa Herrador-Alcaide, 2021. "Teaching Disruption by COVID-19: Burnout, Isolation, and Sense of Belonging in Accounting Tutors in E-Learning and B-Learning," IJERPH, MDPI, vol. 18(19), pages 1-22, September.

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