TECHNOSTRESS AND TEACHERS' PRODUCTIVITY IN PUBLIC JUNIOR SECONDARY SCHOOLSIN ADO-ODO/OTA LOCAL GOVERNMENT, OGUN STATE, NIGERIA

Abstract

This study investigated techno-stress and public junior secondary school teachers' productivity in Ado-Odo/Ota Local government of Ogun State, Nigeria. Four research hypotheses were formulated and tested in the study. The descriptive survey design was adopted for the study. The population of' the study comprised all the teaching staff and studentsfrom the 34 puhlicjunior secondary schools in Ado-Odo Ota local governments and their students. A sample of 19 2 teachers and 19 5 students which gave a total of 387 respondents were selected using a simple random sampling technique. A questionnaire divided into two, titled Teacher Techno-Stress Questionnaire (TTSQ) and Teachers' Productivity Questionnaire (TPQ) were used for data collection. The validation of the research instrument was done using the face validity while the reliability was ascertained using test re-tests at 0. 75 and 09 r­values respectively. The data collected were analyzed using Pearson's Product­Moment Correlation Analysis to test the hypotheses of the study which was facilitated by a statistical package for social sciences (SPSS) at 0.05 level of significance. The results show that there is no significant relationship between the four techno-stress creators and teachers' productivity in public junior secondary schools in Ado-Odo Ota Local government Ogun State, Nigeria. The study recommended therefore that educational institutions should provide comprehensive support and training for teachers to effectively navigate the ever-evolving technological landscape. Professional development programmes that focus on digital literacy, effective technology integration, and time management strategies can empower educators to harness the potential of technology while mitigating the negative impact of technostress.