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Technostress in secondary education settings

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dc.contributor.author Murphy, Caroline
dc.contributor.author Marcus-Quinn, Ann
dc.contributor.author Hourigan, Tríona
dc.date.accessioned 2021-04-07T15:02:29Z
dc.date.available 2021-04-07T15:02:29Z
dc.date.issued 2021
dc.identifier.citation C Murphy, A Marcus-Quinn, Hourigan, T. (2021) 'Technostress in secondary education settings' Advancing Education. Spring, 2021. Coping with Covid, Spring 2021 (89) :17-23. en_US
dc.identifier.issn 978-1-5136-7485-8
dc.identifier.uri http://hdl.handle.net/10344/9972
dc.description peer-reviewed en_US
dc.description.abstract Teaching is considered a highly regulated profession in Ireland. Teachers employed in state-funded secondary schools are required to be registered with the Irish Teaching Council, while the Department of Education and Skills is responsible for the coordination of teachers’ employment (Heinz et al, 2017). Employment relations within the sector are regulated by legislation and collective agreements reached between this government department and the main trade unions, the Association of Secondary Teachers of Ireland (ASTI), and the Teachers Union of Ireland (TUI) (Murphy et al, 2019). As a profession, teaching is viewed as one which has many advantages from a work-life balance (WLB) perspective, though research indicates that there is a need to introduce greater WLB policies and programmes for the teaching community (Miryala and Chiluka, 2012). International research argues that the commodification of education is contributing to the intensification of work and to greater performance management around teachers’ work in other contexts (Fitzgerald et al, 2019; Frederickson, 2009; Merceille and Murphy, 2017). As such, the nature and context of work has changed and now shares more similarities with the private sector, in particular in relation to demands around working time, and the development of an “always on” culture (MacDowell and Kinman, 2017). The drivers for this can be viewed as symptomatic of broader societal changes brought about through enhanced technology (Mullan and Wacjman, 2019; Moore, 2017). en_US
dc.language.iso eng en_US
dc.publisher NAACE: The Education Technology Association en_US
dc.relation.ispartofseries Coping with COVID: Advancing Education. The Naace Journal; 89, pp. 17-23
dc.relation.uri https://www.naace.org.uk/ux/file/ty=DOCS&ref=89
dc.subject Education en_US
dc.subject Tecnostree en_US
dc.subject Technology en_US
dc.title Technostress in secondary education settings en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2021-04-07T11:53:07Z
dc.description.version PUBLISHED
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 2993041
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Advancing Education. Spring, 2021. Coping with Covid
dc.description.status Peer reviewed


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