An Analysis of Technostress Factors Among Teachers in Hunan, China Through Statistical Methods and K-means Clustering

Abstract

The adoption of information technology for teaching and learning activities has caused technostress among teachers. The China teachers’ technostress research in the past few years was limited to factors such as techno-overload, techno-complexity, techno-insecurity, techno-uncertainty, and techno-invasion, and neglected an emerging factor which is the new technology adoption. Moreover, all the technostress research did not identify the teachers’ groups according to the technostress factors for further deliberations. This research covers the scope of technostress factors identification and teacher cluster generation among teachers in Hunan, China. A questionnaire was adopted to gather the teachers’ agreement on five technostress factors, and the responses were measured with statistical methods. The findings showed that all investigated factors have positive and significant relationships with technostress among Hunan, China’s teachers. The teachers were clustered into five distinct clusters with the K-means clustering method. This research discovered new technology adoption as a new technostress factor and successfully clustered the teachers into significant clusters to enable China’s Education Department to provide targeted technological training to the teachers.