Teaching Amid Technological Demands: The Role of Technostress on Junior High School Teachers’ Performance
Abstract
The rapid advancement of technology requires teachers to adapt to various digital systems used in learning and school administration. This condition has the potential to create technostress, defined as pressure resulting from intensive technology use. However, based on the concept of eustress, a certain level of pressure can serve as positive stimulation that enhances performance. This study aims to examine the effect of technostress on the performance of public junior high school teachers in Tenggarong. A quantitative approach was employed with a sample of 100 teachers selected through simple random sampling. The instruments used were a technostress scale and a teacher performance scale, and the data were analyzed using simple linear regression. The results show that the calculated F value exceeds the F table value (F = 214.534; R² = 0.686; p = 0.000), indicating a significant effect of technostress on teacher performance with a contribution of 68.6%. These findings suggest that technological pressure does not always have a negative impact; instead, it can function as eustress that promotes digital adaptation, resilience, and improved performance. This study contributes by highlighting the positive role of technostress and emphasizing the importance of managing it to enhance teacher performance in the digital era.
Perkembangan teknologi yang semakin pesat menuntut guru untuk beradaptasi dengan berbagai sistem digital dalam proses pembelajaran maupun administrasi sekolah. Kondisi ini berpotensi menimbulkan technostress, yaitu tekanan yang muncul akibat penggunaan teknologi secara intensif. Namun, berdasarkan teori eustress, tekanan pada tingkat tertentu dapat menjadi stimulus positif yang mendorong peningkatan kinerja. Penelitian ini bertujuan untuk mengetahui pengaruh technostress terhadap kinerja guru Sekolah Menengah Pertama Negeri di Tenggarong. Penelitian menggunakan pendekatan kuantitatif dengan sampel sebanyak 100 guru yang dipilih melalui teknik simple random sampling. Instrumen penelitian berupa skala technostress dan skala kinerja guru, sedangkan analisis data dilakukan menggunakan regresi linear sederhana. Hasil penelitian menunjukkan bahwa nilai F hitung lebih besar dari F tabel (F = 214.534; R² = 0.686; p = 0.000), sehingga terdapat pengaruh signifikan antara technostress terhadap kinerja guru dengan kontribusi sebesar 68,6%.Temuan ini menunjukkan bahwa tekanan teknologi tidak selalu berdampak negatif, melainkan dapat berfungsi sebagai eustress yang mendorong adaptasi digital, ketahanan diri, dan peningkatan kinerja. Penelitian ini memberikan kontribusi dalam memperluas pemahaman mengenai peran positif technostress serta menegaskan pentingnya pengelolaan technostress sebagai strategi untuk meningkatkan kinerja guru di era digital.
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DOI: http://dx.doi.org/10.30872/psikoborneo.v14i2.25419
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