Effects Of Technological Changes On Job Stress Among Government College Teachers In Kerala

Abstract

Rapid technological advancements have permeated every sector, including education. Teachers in government colleges are facing the necessity to adopt and adapt these changes in their teaching, research, and administrative roles. While these advancements can lead to improved teaching methods and expanded research possibilities, the process of change and the associated demands can also contribute to increased job stress. However, this relationship and its implications on teachers' roles and responsibilities in government colleges remains under-researched. This study aims to explore the impact of rapid technological advancements on the roles and responsibilities of government college teachers and to examine the relationship between these technological changes and job stress levels. A mixed-method approach was adopted, involving a self-administered questionnaire and qualitative interviews with teachers from government colleges in Kerala, India. The findings indicated that technological advancements have had a profound impact on teachers' daily teaching responsibilities and research capabilities. However, these changes also increased their workload  which leads to higher stress levels. Many teachers also expressed anxiety about not being able to keep up with the pace of technological changes in their field. The study highlights the dual impact of technological advancements on government college teachers, with benefits being offset by heightened job stress. The findings underscore the need for comprehensive institutional support, including ongoing training, effective stress management programs, and prioritization of resource allocation for technological infrastructure.