Journal of Humanities and Social Sciences Mahasarakham University (Feb 2024)
Factors Affecting Online Teaching Stress Among University Teachers in the COVID-19 Situation
Abstract
The purposes of this research were. - (1) to study the factors affecting online teaching stress of university teachers in the situation of COVID-19, (2) to analyze the relationship of various factors that affect stress from online teaching among university teachers in the COVID-19 situation, and (3) to study the factors that together predicted stressful variables in online teaching among university teachers in the COVID-19 situation. The sample consisted of 404 university teachers who were drawn from non-probability random sampling using a questionnaire as a tool. Descriptive statistics used were frequency, percentage, mean and standard deviation. Inferential statistics were performed using Pearson’s correlation coefficients. Multiple linear regression analysis used the stepwise method for testing the influence among the variable groups including the power to predict.The results of the research revealed that. - (1) The average of the factors affecting teachers’ online teaching stress classified by aspect was at a high level in 2 aspects, namely self-efficacy and their attitude towards online teaching technology. At a relatively high level, there are 3 aspects: strategies to cope with stress, the stress of teaching online and stress from using online teaching technology. The dimension with the lowest average was emotional exhaustion or burnout. (2) Factors that affect teachers’ online teaching stress consisted of emotional burnout, self-efficacy, the stress of using online teaching technology, attitude towards online teaching technology, teacher online teaching stress and coping with stress have a positive relationship where the stress from using online teaching technology had the most positive relationship with online teaching stress. (3) The relationship of emotional exhaustion and stress in using online teaching technology were best able to jointly predict teachers’ stress in online teaching with statistical significance at 44.6 percent.
