Technostress Among Information Specialists/Librarians at a Private Higher Education Institution in South Africa: Are They Spared?

In the digital age, information specialists at Private Higher Education Institutions (PHEIs) played a crucial role in managing vast amounts of digital information and providing essential services to support academic activities. However, the increasing reliance on technology brought about a phenomenon known as technostress—stress or psychosocial strain experienced due to the use of information and communication technologies (ICT). The aim of this study was to explore information specialists/librarians' experiences of technostress in the context of technology integration into library services at a private higher education institution in South Africa. It sought to identify the specific challenges librarians faced due to the adoption and use of technology and to understand how these challenges affected their daily tasks, job performance, and overall job satisfaction. The study was underpinned by the Transactional Model of Stress and Coping (Lazarus & Folkman, 1984), which provided a framework for understanding how individuals cognitively appraised and coped with stressful situations. Utilizing a qualitative approach guided by the interpretivist paradigm, the research gathered comprehensive data through qualitative semi structured interviews. A purposive sample of information specialists from a leading Private Higher Education Institution (PHEI) was selected, and thematic analysis was employed to analyse the interview transcripts. Participants were invited for semi-structured interviews until saturation was achieved. The thematic results of the qualitative study illustrated the effects of technostress on information specialists at the PHEI. Participants experienced system failures, technical glitches, and challenges with new tools, which significantly increased their stress levels. This stress manifested itself in physical symptoms such as eyestrain and headaches, as well as emotional symptoms such as anxiety and frustration, often exacerbated by increased screen time and poor ergonomics. The impact on work performance varied, with some experiencing minimal or positive impacts on productivity, while others experienced significant disruption to their work and well-being. The findings improved the understanding of technostress in higher education and provided recommendations for creating a supportive work environment and promoting the well-being of information specialists/librarians. Practical suggestions were made to address the identified challenges and improve the wellbeing and effectiveness of information specialists within the PHEI. This study informed strategies to effectively combat technostress among information specialists/librarians at a PHEI.