Effect of Self-Efficacy and Technostress on Teacher Performance through Organizational Commitments

Shaliha Nur Magistra, Sigit Santosa, Mintasih Indriayu

Abstract


This study aimed to determine the effect of self-efficacy on the performance of high school teachers and organizational commitment, determine the effect of technostress on the performance of high school teachers, determine the effect of technostress on high school teacher and organizational commitment, and to know the effect of self-efficacy and technostress on the performance of high school teachers in Purwokerto through organizational commitment. The population in this study were 400 high school teachers in Purwokerto. The sample used a proportional random sampling. A questionnaire was used as a method of data collection. The data analysis method used a search method based on the SEM-path analysis model. The results showed that self-efficacy had a significant effect on the performance of high school teachers. Self-efficacy had a significant effect on the organizational commitment of high school teachers. Technostress had a significant effect on the performance of high school teachers. Technostress had a significant effect on the organizational commitment of high school teachers. Self-efficacy and Technostress had a significant effect on the performance of high school teachers in Purwokerto through organizational commitment.


Keywords


self-efficacy, technostress, teacher performance, organizational commitment

Full Text:

PDF

References


Abdillah, W., Hartono, J., & Prabantini, D. (2015). Partial Least Square (PLS) : Alternatif Structural Equation Modeling (SEM) dalam Penelitian Bisnis. Jakarta: Andi.

Ahmed, N. O. A. (2019). Career commitment: the role of self-efficacy, career satisfaction and organizational commitment. World Journal of Entrepreneurship, Management and Sustainable Development, just-accepted(just-accepted), 0. https://doi.org/10.1108/WJEMSD-06-2017-0038

Albrecht, S. L., & Marty, A. (2020). Personality, self-efficacy and job resources and their associations with employee engagement, affective commitment and turnover intentions. The International Journal of Human Resource Management, 31(5), 657–681. https://doi.org/10.1080/09585192.2017.1362660

Ayyagari, R., Grover, V., & Purvis, R. (2011). Technostress: Technological Antecedents and Implications. MIS Quarterly, 35, 831–858. https://doi.org/10.2307/41409963

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. In Psychological Review (Vol. 84, Issue 2, pp. 191–215). American Psychological Association. https://doi.org/10.1037/0033-295X.84.2.191

Cherian, J., & Jacob, J. (2013). Impact of Self Efficacy on Motivation and Performance of Employees. International Journal of Business and Management, 8(14), 80–88. https://doi.org/doi:10.5539/ijbm.v8n14p80

Chesnut, S. R., & Burley, H. (2015). Self-efficacy as a predictor of commitment to the teaching profession: A meta-analysis. Educational Research Review, 15, 1–16. https://doi.org/https://doi.org/10.1016/j.edurev.2015.02.001

Efilti, E., & Çoklar, A. N. (2019). Teachers’ Technostress Levels as an Indicator of Their Psychological Capital Levels. Universal Journal of Educational Research, 7(2), 413–421. https://doi.org/DOI: 10.13189/ujer.2019.070214

Ennis, L. (2005). The Evolution of Technostress. Computers in Libraries, 25.

Hassan, N., Yaakob, S., Mat Halif, M., Abdul Aziz, R., Majid, A., & Athirah, N. (2019). The Effects Of Technostress Creators And Organizational Commitment Among School Teachers. Asian Journal of University Education, 15, 92. https://doi.org/10.24191/ajue.v15i3.7563

Hayes, D., Mills, M., Christie, P., & Lingard, B. (2006). Teachers and schooling making a difference: Productive pedagogies, assessment and performance. Allen & Unwin.

Ikhrom. (2020). The relevance of self-efficacy, perception, ICT ability, and teacher performance (Study on Islamic Teachers in Semarang, Indonesia). Nadwa: Jurnal Pendidikan Islam, 14(1), 39–74. https://doi.org/10.21580/nw.2020.14.1.5146

Khurshid, F., Qasmi, F. N., & Ashraf, N. (2012). The Relationship Between Teachers’ Self Efficacy and Their Perceived Job Performance. Interdisciplinary Journal of Contemporary Research in Business, 3(10), 204–223.

Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114–129. https://doi.org/https://doi.org/10.1016/j.cedpsych.2011.01.002

Moorhead, G., & Griffin, R. W. (2013). Perilaku Organisasi : Manajemen Sember Daya Manusia dan Organisasi (9th ed.). Jakarta: Salemba Empat.

Oyintola, I., Abdsalam, A., & Ajani, F. (2014). Occupational frustration variables of the librarians in public universities in South-west Nigeria. The Information Manager, 14(1–2), 38–45.

Sarwono, J., Narimawati, U., & Prabawati, A. (2015). Membuat skripsi, tesis dan disertasi dengan partial least square SEM (PLS SEM). Jakarta: Andi.

Skaalvik, E., & Skaalvik, S. (2007). Dimensions of Teacher Self-Efficacy and Relations With Strain Factors, Perceived Collective Teacher Efficacy, and Teacher Burnout. Journal of Educational Psychology, 99, 611–625. https://doi.org/10.1037/0022-0663.99.3.611

Song, J. H., Chai, D. S., Kim, J., & Bae, S. (2018). Job Performance in the Learning Organization: The Mediating Impacts of Self‐Efficacy and Work Engagement. Performance Improvement Quarterly, 30, 249–271. https://doi.org/10.1002/piq.21251

Tagurum, Y. O., Okonoda, K. M., Miner, C. A., Bello, D. A., & Tagurum, D. J. (2017). Effect of technostress on job performance and coping strategies among academic staff of a tertiary institution in north-central Nigeria. International Journal of Biomedical Research, 8(6), 312–319. https://doi.org/10.7439/ijbr.v8i6.4176

Tarafdar, M., Pullins, E. B., & Ragu-Nathan, T. S. (2015). Technostress: negative effect on performance and possible mitigations. Information Systems Journal, 25(2), 103–132. https://doi.org/https://doi.org/10.1111/isj.12042

Wang, X., & Li, B. (2019). Technostress Among University Teachers in Higher Education: A Study Using Multidimensional Person-Environment Misfit Theory. Frontiers in Psychology, 10, 1791. https://doi.org/10.3389/fpsyg.2019.01791

Wang, X., Tan, S. C., & Li, L. (2020). Measuring university students’ technostress in technology-enhanced learning: Scale development and validation. Australasian Journal of Educational Technology, 36(4), 96–112. https://doi.org/10.14742/ajet.5329

Wu, Y., Lian, K., Hong, P., Shifan, L., Rongmao, L., & Lian, R. (2018). Teachers’ Emotional Intelligence and Self-efficacy: Mediating Role Of Teaching Performance. Social Behavior and Personality: An International Journal, 47. https://doi.org/10.2224/sbp.7869

Yuniarsih, T., & Suwatno. (2016). Manajemen Sumber Daya Manusia; Teori, Aplikasi, dan Isu Penelitian (5th ed.). Bandung: Alfabeta.




DOI: https://doi.org/10.15294/dp.v16i1.28993

Refbacks





Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.