THE RELATIONSHIP BETWEEN TECHNOSTRESS, COGNITIVE SKILLS, AND TECHNOLOGICAL-PEDAGOGICAL-CONTENT KNOWLEDGE AMONG ADULT EDUCATORS

6th International Anatolian Scientific Research Congress , Konya, Türkiye, 8 - 10 Kasım 2024, ss.424

Introduction and Purpose: With the increasing use of technology in education, adult educators' coping

skills and adaptation processes with technology gain importance. Their cognitive skills, specifically their

elaboration and organization skills, may determine their ability to effectively organize technology and

digital content in their courses and integrate them with pedagogical practices. In this process, adult

educators may experience negative emotions and stress, called technostress, related to the use of

technological tools. We expect trainers with high elaboration and organization skills to have high levels

of technological-pedagogical-content knowledge (TPACK), enabling them to use technology more

effectively while experiencing lower levels of technostress. This study investigates whether the age, total

teaching experience, technostress levels, and the skills of elaboration and organization among trainers

significantly predict their TPACK levels.

Materials and Methods: This study employed a relational survey model to identify the factors that

predict adult educators' TPACK levels. The sample of the study consists of a total of 201 trainers

working in different branches of the Institute Istanbul İSMEK in 38 districts of Istanbul in the 2023-2024

academic year. The study employed the convenience sampling method. The study utilized the

Demographic Information Form, the Scale for Determining Teachers' Technostress Levels, the TPACK

within the Scope of the 21st Century Skills Scale, and the Motivational Strategies in Learning Scale to

assess the trainers. We performed percentage, frequency, and normality analyses on the data. Based on

these preliminary analyses, we conduct a multiple regression analysis using the SPSS statistical program.

Results: The multiple regression analysis showed that the model is statistically significant and that the

independent variables have a significant effect on explaining the dependent variable (TPACK)

(F(9,191)=9.799 and p<0.001). The model revealed that the independent variables explained 28% of the

variance in the trainers' TPACK levels (R2=.284). The results indicated that the effect of trainers' age,

technostress levels and organization skills was statistically significant on their TPACK levels; however,

their total teaching experience and elaboration skills did not.

Discussion and Conclusion: According to this model, it is observed that when the trainers' age increases

by 1 unit, their TPACK skills increase by 0.170 units, when the technostress related to their profession

increases by 1 unit, their TPACK skills decrease by 0.214 units, when the technostress related to personal

resources increases by 1 unit, their TPACK skills increase by 0.247 units, and when their organizational

skills increase by 1 unit, their TPACK skills increase by 0.423 units. In the model, organization skill is

the variable with the highest effect size.