TECHNOSTRESS and ICT Competencies as Mediated by Coping Strategies among Secondary School Teachers: An Explanatory Sequential DESIGN

Abstract

This study used an explanatory sequential mixed methods approach to explore how coping strategies affect the relationship between technostress and information and communication technology (ICT) competencies among public secondary school teachers. Quantitative data were collected from a sample of teachers in Department of Education Region XI using adapted five-point Likert scale survey questionnaires, subjected to content validity and reliability analysis. Statistical methods included mean, standard deviation, Pearson product-moment correlation, and Medgraph with the Sobel z-test. Statistical analysis showed that teachers have moderate status or sometimes experienced technostress, high status or oftentimes observed ICT competencies, and high status or oftentimes practiced coping strategies. While no significant relationship was found between technostress and ICT competencies, moderate correlations were observed between coping strategies and ICT competencies, and between technostress and coping strategies. The analysis also indicated that coping strategies fully mediate the relationship between technostress and ICT competencies. In the qualitative phase, in-depth interviews (IDI) and focus group discussion (FGD) were conducted with participants selected based on the quantitative findings. The qualitative data, analyzed thematically, confirmed the quantitative results and highlighted coping strategies as the key factor through which technostress influences ICT competencies. The study identified connecting-confirmation as the nature of data integration.