Investigation of the Relationship between Teachers' Problem Solving Skills and Technostress Levels

This study aims to examine the relationship between teachers' problem solving abilities and their levels of technostress. The sample was selected using a stratified random sampling method, encompassing participants from 81 provinces of Türkiye. The final study group consisted of 3143 teachers working in public schools during the 2020 - 2021 academic year. To assess teachers' problem solving abilities, the "Adult Problem Solving Skills Scale" was utilized, while the "Teachers' Technostress Levels Scale" was employed to measure their technostress levels. Data analysis was conducted using multiple linear regression, One - Way Analysis of Variance (ANOVA) and Multivariate Analysis of Variance (MANOVA). The findings revealed that teachers generally exhibited high problem solving skills and moderate levels of technostress. Moreover, significant differences were observed in problem solving skills based on educational status, seniority and type, but no significant differences were found according to gender or teaching specialization. Additionally, technostress levels varied significantly across gender, seniority, teaching specialization, educational status and school type. The study further identified a significant negative correlation between technostress and problem solving skills, suggesting that technostress has a notable detrimental effect on teachers' problem solving abilities. Based on the findings obtained, recommendations have been made.