THE IMPACT OF TECHNOSTRESS, TELEPRESSURE AND ROLE STRESS ON EDUCATORS' INNOVATIVE WORK BEHAVIOUR AND CONTEXTUAL PERFORMANCE IN VIRTUAL LEARNING ENVIRONMENTS: A STUDY OF PRIVATE HIGHER EDUCATION INSTITUTIONS IN NILAI, MALAYSIA

Abstract

There are more expectations placed on teachers now, particularly in private higher education institutions that leverage virtual learning environments for digital learning. This study aims to investigate the relationship of these three types of stress and their influence on innovative work behaviour and contextual performance among educators and to explore the possibility of role stress being alleviated by technostress, telepressure, and through the mediator of mindfulness and technology self-efficacy. The research is a quantitative cross-sectional survey involves academics staff from three Private Higher Education Institutions (PHEIs) at Nilai, Malaysia. A Partial Least Square Structural Equation Modeling (PLS-SEM) was used to analyze the data in IBM SPSS Statistics Version 28 and SmartPLS 4. Results indicate that technostress, telepressure and role stress have negative impact on both innovative work behaviour and contextual performance. Some of these negative relationships were counteracted by technology self-efficacy and/or mindfulness, but these moderating effects were not supported with all paths. The results indicate a need for increased digitization of assistance, for reminders of mindfulness, and for increased self-efficacy of technology to maintain educator health and effectiveness in online contexts.