• Joan Oyang-o Pucya

  Author

• Ramir Santos Austria

  Author

The sudden shift from the traditional face-to-face learning modality to alternative learning modalities (ALMs) aided by information and communication technology (ICT) became one of the most emphasized changes in the educational landscape during the outbreak of the COVID-19 pandemic. The huge and immediate adjustments needed to use different ALMs resulted in different issues such as teachers dealing with technology-related stress or what is known as “technostress”. Hence, this study aimed to identify the level of technostress of college teachers along learning-teaching process factor, profession factor, technical issue factor, personal factor, and social factor. Quantitative descriptive research design is used to collect descriptive information regarding technostress. A 28-item questionnaire was adapted to collect the main data and semi-structured interviews were conducted to further analyze and verify the results of the study. Generally, the result of the study shows that the college teachers have low levels of technostress. With this, other higher education institutions (HEIs) are encouraged to have personnel who are mainly focused on aiding the teachers in the use and exploration of ICT tools in the online classroom.

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