Campus Location
Dallas Campus (Online)
Date of Award
2-2025
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Christie Bledsoe
Second Committee Member or Secondary Advisor
Scott Bailey
Third Committee Member or Committee Reader
Melinda Carver
Abstract
Abstract
This dissertation explored the increased use of technology in K–12 classrooms, which is causing educators to experience technostress. The purpose of the qualitative, descriptive, single case study was to explore the experiences of K–12 teachers with technology and technostress—techno-insecurity, techno-invasion, techno-complexity, techno-uncertainty, and techno-overload—in a West Texas private school district. The researcher conducted one-to-one interviews with seven K-12 educators and two senior leadership team members. In addition, open-ended online questionnaires were available for K–12 educators and senior leadership team members. Thematic analysis was used to locate and communicate the findings. The principal research question was: How do K–12 classroom educators experience technology? The three subquestions used to investigate the primary research questions were RQ1a: How do K–12 educators describe their experience with technology in the classroom and the expectations of the school administration?; RQ1b: What are K–12 educators’ perceptions of technostress in the classroom?; RQ1c: What are the experiences of K–12 educators that contribute to technostress in the classroom? The study used the multidimensional person-environment theory, person-organization, person-technology, and person–people to examine the fit between technology and the environment. The research revealed a person-technology misfit: technology being added or constantly updated causes techno-uncertainty. Another finding was the person–organization misfit: K–12 educators experienced techno-complexity, and the K–12 educators did not feel they received the required training with technology. Additionally, a misfit was found in the relationship between senior leadership team members, who were always connected because of technology outside of the working environment, which caused techno-invasion. The results of the present study highlight the need for additional research on the experiences of K–12 educators with technology and technostress.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Pittman, Greg Blair, "K–12 Educators’ Use of Technology and Experiences With Technostress: A Case Study" (2025). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 861.
https://digitalcommons.acu.edu/etd/861
