Development Of A Structural Model Of Job Burnout Based On Thechnostress, Considering The Mediating Role Of Psychological Factors ( Organizational Commitment And Perceived Social Support) Among Teachers During The Covid-19 Pandemic

Job burnout in teachers caused by technostress or technology-related stress during the virtual teaching period of COVID-19 pandemic is one of the new global societal damages. The aim of this study was to develop a structural model of job burnout based on technostress with the mediating role of psychological characteristics, organizational commitment, and perceived social support. Research The statistical population consisted of elementary school teachers in the city of Ferdowsi who were teaching online during the COVID-19 pandemic and 84 of them were selected as the available sample using the sampling method. To collect data, the Maslach Burnout Inventory (1981), the Technostress Supporters and Colleagues Questionnaire (2008), the Perceived Social Support from Friends and Colleagues Questionnaire (1998), and the Allen and Meyer Organizational Commitment Questionnaire (1990) were used. The collected data were analyzed using 23AMOS and 23SPSS software. The results showed that perceived social support and job commitment did not have a significant mediating role in predicting job burnout. Therefore, it can be concluded that technostress directly plays a significant role in predicting job burnout, but technostress does not have a significant contribution to predicting job burnout with the mediating role of perceived social support and organizational commitment. Additionally, the results indicated that gender and teaching experience did not have a significant effect on job burnout. However, there was a significant difference between the average job burnout in individuals of different ages. Hence, age has a significant effect on job burnout.