Factors promoting university instructor's resilience to technostress

The COVID-19 pandemic has brought significant changes in education, one of which is the rise of emergency remote teaching. Like many countries in the world, instructors in Malaysia have embarked on a new journey where online teaching is no longer an option but a necessity. While online teaching has become the “norm” in most educational institutions, many university instructors were found to experience an unprecedented technostress level due to the overwhelming demand for computer-mediated technology use in their teaching. To delineate technostress resilience among university lecturers in Malaysia, this chapter focuses on a domain-specific resilience factor (computer self-efficacy) and two traits-like resilience factors (dispositional optimism and self-esteem) in predicting technostress. The contribution of three resilience factors on technostress was examined using a partial least square structural equation modelling approach (PLS-SEM). An online survey-based cross-sectional study involving 144 university instructors in Malaysia was conducted. The study commenced in January 2021, during the second movement control order (MCO 2.0) in Malaysia. We hypothesised that computer self-efficacy, dispositional optimism, and self-esteem negatively predict technostress. Although dispositional optimism was not found to predict technostress, both computer self-efficacy and self-esteem were found to negatively predict technostress. Implications for these studies are discussed.