Proposing the use of psychometric network analysis to investigate the relationship between teachers and technology

Abstract

This study investigates the impact of technology integration in school context on teacher burnout, examining factors such as technostress, negative thinking and resistance to innovation among teachers. The research utilizes a questionnaire combining the Copenhagen Burnout Inventory and technology-related items, administered to 430 Italian school teachers from diverse regions and educational levels. The analysis employs psychometric network analysis, as an alternative to latent factor modeling, to map the relationships among the hypothesized constructs. The results obtained were reinterpreted on the basis of a pedagogical-didactic approach, in order to highlight how educational technologies are perceived by teachers and how they can be subject to preconceptions and false beliefs that generate negative thoughts.