Psychological Well-being and Technostress: Challenges in Health and Job Performance Among English Teachers

Abstract

Introduction: this literature review article adopts a deductive method, a socio-critical paradigm, and a qualitative descriptive approach, using a thematic prose framework. Its objective is to provide a theoretical exposition on technostress and its impact on the work effectiveness of university teachers in Peru, especially in the post-pandemic context. Objectives: through a comprehensive examination of the literature, the study explores the various facets of technostress, analyzes its consequences, and examines its impact on the emotional well-being of Peruvian educators. Furthermore, it analyzes its outcomes and examines its influence on the emotional well-being of Peruvian educators. Method: the research is based on a literature review and qualitative analysis of relevant sources. Results: factors such as information overload, frequent interruptions, deficiencies in technological competence, technological dependence, and technical issues contribute to technostress among university teachers. The phenomenon intensified in the post-pandemic context, with the shift to online education and associated technological challenges. Conclusions: the technostress experienced by university educators negatively affects their emotional wellbeing, manifesting as anxiety, fatigue, impaired interpersonal relationships, sleep disorders, and decreased job performance. To mitigate its impact, specific interventions and support measures are required for these teachers, promoting their emotional well-being and prudent technology use in the post-pandemic context.