The influence of coworker support on technostress through self-efficacy among civil servant (PNS) elementary school teachers in Tanjungbalai City
DOI:
https://doi.org/10.26905/jpt.v21i1.17491Keywords:
Coworker support, Self-efficacy, TechnostressAbstract
Digital transformation in education has the potential to induce technostress among teachers, which refers to a form of psychological stress caused by the demands of technology utilization. Various studies indicate that coworker support and self-efficacy are crucial factors in coping with technostress. Therefore, this study aims to analyze the influence of coworker support on technostress, mediated by self-efficacy. A quantitative explanatory survey design was employed, involving 200 civil servant elementary school teachers in Tanjungbalai City. Data analysis was conducted using the Structural Equation Modeling-Partial Least Squares (SEM-PLS) method. The results reveal that coworker support does not have a direct, significant effect on technostress; however, self-efficacy fully mediates the relationship between coworker support and technostress. Future research is encouraged to replicate this model across more diverse educational levels and regions, utilize longitudinal designs, develop instruments better suited to local cultural contexts, and examine other potential antecedents, mediators, or moderators, including school principal leadership and digital literacy. These findings suggest that education authorities should integrate professional counseling services, specifically addressing technostress into teacher well-being programs.
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