Izvorni znanstveni članak
https://doi.org/10.21464/mo.33.1.9
Digital communication practices, professional availability and perceived technostress among primary school teachers
Krešimir Pavlina
orcid.org/0000-0002-3774-6303
; Odsjek za informacijske i komunikacijske znanosti, Filozofski fakultet, Sveučilište u Zagrebu, Hrvatska
*
Ana Pongrac Pavlina
orcid.org/0000-0002-0449-1877
; Odsjek za informacijske i komunikacijske znanosti, Filozofski fakultet, Sveučilište u Zagrebu, Hrvatska
Anita Modrušan
; Odsjek za informacijske i komunikacijske znanosti, Filozofski fakultet, Sveučilište u Zagrebu, Hrvatska
* Dopisni autor.
Sažetak
This study explores the structure and characteristics of teachers’ digital communication practices and their perceived impact on professional stress. Data was collected from a sample of 131 primary school teachers using a questionnaire addressing online professional communication with colleagues, parents and students, availability outside working hours and perceptions of constant connectivity. Descriptive statistics indicated widespread use of social media and messaging applications for professional purposes, with a high proportion of teachers reporting availability to colleagues, school management, parents and students during weekends. A majority of respondents perceived digital technologies as blurring the boundaries of working time and contributing to increased occupational stress. The findings highlight the complexity of teachers’ digital communication practices and point to the need for clearer professional guidelines and institutional support aimed at protecting teachers’ work–life boundaries in digitally mediated educational environments.
Ključne riječi
digital communication; teachers’ professional practices; work–life boundaries; occupational stress; constant connectivity; technostress
Hrčak ID:
349789
URI
Datum izdavanja:
27.7.2026.
Posjeta: 0 *