L’impact de la formation à la technologie sur le technostress et l’engagement organisationnel : cas des enseignants et enseignantes universitaires au Maroc

Abstract

The objective of this research is to assess the moderating effect of ICTE (information and communication technologies in education) training on the link between technostress and the organizational commitment of professors in public universities in the Moroccan context. This work is divided into four main sections. The first section presents a literature review by way of defining the various concepts, identifying of the link between stress and organizational commitment in teaching, and introducing the hypotheses and research model. In the second section, we describe the research methodology, giving the reasoning behind our choice of population and field, epistemological positioning, sampling procedure and data collection. In the third and fourth sections, we present the results and discuss the various outcomes. A quantitative, hypothetico-deductive approach was used to validate our research model and test the various hypotheses linking the three variables. A total of 307 responses were analyzed using structural equation modeling (SEM). The main findings indicate that there is a significant relationship between technostress and the organizational commitment of university professors in Morocco. ICTE training had no moderating effect on this relationship, but it did have a significant and positive effect on the organizational commitment of Moroccan professors.