Study of Technostress among Teachers: Its Relationship with Self-Efficacy in Implementation of Merdeka Curriculum

• Fathan Muhammad Izzuddin

  Indonesia University of Education

  Author

• Nandang Budiman

  Indonesia University of Education

  Author

• Juntika Nurihsan

  Indonesia University of Education

  Author

This study aims to examine the relationship between technostress and self-efficacy among junior high school teachers in the implementation of the Merdeka Curriculum. Technostress refers to the psychological pressure that arises from the demands of technology use in the teaching and learning process, whereas self-efficacy refers to teachers’ beliefs in their own abilities to manage digital learning tasks and challenges. This research employed a quantitative approach with a correlational design, involving 124 junior high school teachers in Paseh, Bandung Regency. The instruments used were the Technostress Scale, which includes five dimensions (learning–teaching process oriented, profession oriented, technical issue oriented, personal oriented, and social oriented), and the Self-Efficacy Scale based on Bandura’s theory, consisting of three dimensions: magnitude, strength, and generality. Data were analyzed using Spearman’s rank correlation test, which revealed a significant negative relationship between technostress and self-efficacy (Spearman’s rho = –0.585, p < 0.001). These findings indicate that higher levels of self-efficacy are associated with lower levels of technostress among teachers. The results highlight the importance of strengthening teachers’ self-efficacy to better manage technological challenges in implementation of the Merdeka Curriculum.

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