The Effect of Technology on Burnout Among Primary and Secondary School Teachers and Their Subsequent Attitudes towards The Use of Technology
Abstract
Background and Aim: With the continuous deepening of education reform and the rapid development of technology, the working environment and methods of teachers have undergone significant changes, and the problem of occupational burnout has also shown new characteristics and trends. This study aims to investigate the impact of the widespread application of technology in education on job burnout among primary and secondary school teachers and how this burnout subsequently influences their attitudes toward technology usage.
Materials and Methods: This study conducted a quantitative research method using a questionnaire survey to investigate 550 primary and secondary school teachers from an education group in Zhejiang Province who have been using the Seewo whiteboard for more than one year. Data from 500 teachers were analyzed using SPSS and AMOS software.
Results: The research results indicate that there is a significant correlation between social support, job satisfaction, workload, work family conflict, and technical stress and teacher burnout. In addition, occupational burnout has a significant negative impact on teachers' attitudes toward technology use, meaning that teachers who experience occupational burnout may hold a more negative attitude toward technology.
Conclusion: This study investigated the technical burnout of primary and secondary school teachers in an education group in Zhejiang Province and its effect on their attitudes towards technology. It found that the use of Seewo whiteboards significantly affected burnout and subsequent technology acceptance, providing insights into the adoption of technology tools in education.
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