Relationship among School Support, Technological Pedagogical Content Knowledge (TPACK) and Technostress among Kindergarten Teachers in Selangor

Abstract

The primary objective of this study is to study the relationship of school support, technological pedagogical content knowledge (TPACK), and technostress among kindergarten teachers in Selangor. A quantitative approach along with a survey design was used in this study, involving 739 kindergarten teachers in Selangor. Structural Equation Modeling (SEM) was used to examine the path relationships. Questionnaires on school support, technostress, and TPACK were utilized. The results indicated that school support has a significant negative relationship with technostress (β= -0.274, P=0.000); school support has a significant positive relationship with TPACK (β= 0.512, P=0.000); and TPACK has a significant negative relationship with technostress (β= -0.725, P=0.000). In conclusion, the findings of the study imply that school support, and TPACK model can reduce technostress among kindergarten teachers. Besides contributing to the theory and preschool principal in planning ways to address technostress.