信息过载
心理学
自我效能感
科技压力
压力(语言学)
角色冲突
工作表现
模棱两可
国际商用机器公司
社会心理学
适度
应用心理学
知识管理
工作满意度
计算机科学
万维网
精神科
哲学
语言学
材料科学
程序设计语言
纳米技术
作者
Tayyba Rasool,Nosheen Fatima Warraich,Alia Arshad
标识
DOI:10.1177/02666669241232422
摘要
The integrated technologies’ role has increased at educational institutes, and multiple information resources have increased the phenomenon of information overload and role stress among teachers. This study investigated the relationship between information overload, role stress, and teachers’ job performance. Additionally, explored the moderating effect of teachers’ self-efficacy. This study employed a quantitative research design and used a survey approach. Data was collected from 284 teachers working in the public –sector primary, middle and secondary schools. IBM SPSS and SmartPLS 3.0 were used to analyze the data. Findings indicated that information overload has a negative direct effect on teachers’ job performance. Further, information overload has a positive and significant impact on role stress that decreases job performance. Moreover, the mediator ‘role ambiguity’ has significantly mediated the effect of information overload on the job performance. However, the impact of information overload was not passing through the mediator role conflict. Self-efficacy has a moderating effect on the relationship between information overload, role stress, and job performance. Additionally, this study has also discussed theoretical and practical implications.
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