How are technology-related workplace resources associated with techno-work engagement among a group of Finnish teachers?

Abstract

Teachers perceive the digitalisation of teaching not only as demanding but also as an inspiring aspect of their work. Prior studies have mainly focused on teachers’ negative experiences, such as technostress. Therefore, the aim of the current study is to explore how technology-related workplace resources, such as technology-related self-efficacy and autonomy, predict teachers’ positive well-being, techno-work engagement. Based on prior studies, it was hypothesised that three technology-related job resources are associated with higher techno-work engagement and technology-related self-efficacy is associated with higher techno-work engagement. Data was collected from Finnish teachers and principals (N=183) via a web-based questionnaire as part of a larger research project. Most of the participants were female teachers. The hypotheses were tested with structural equation modelling. The key findings indicated that technology-related self-efficacy had strongest impact on techno-work engagement. In addition, technology-related autonomy and technology-related competence support were statistically significant predictors of techno-work engagement. The findings suggest that similar workplace resources, which predict general work engagement, are also relevant in the context of techno-work engagement. Some practical recommendations are made concerning enhancement of teachers’ technology-related self-efficacy at schools.