Tecno-eustress e tecno-distress: um olhar sobre o tecnoestresse em gestores públicos educacionais de uma instituição de ensino superior

• Ano de defesa: 2024
• Autor(a) principal: Lencina, Marjori Gonçalves
• Orientador(a): Corso, Kathiane Benedetti
• Banca de defesa: Medeiros, Igor Baptista de Oliveira, Bobsin, Debora
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Pampa
• Programa de Pós-Graduação: Mestrado Acadêmico em Administração
• Departamento: Campus Santana do Livramento
• País: Brasil
• Palavras-chave em Português: Tecnoestresse; Tecno-Eustress; Tecno-Distress; História oral temática; Thematic oral history; Technostress
• Área do conhecimento CNPq: CIENCIAS SOCIAIS APLICADAS
• Link de acesso: https://repositorio.unipampa.edu.br/handle/123456789/10439

The present research aims to analyze how educational managers at a federal institution of higher education (IES) deal with the effects of technostress in their work practices. Considering the specific context, the phenomenon of technostress refers to the stress experienced by end users due to the involvement between information technology and a work environment. However, the key point is that reactions to the use of technology in the organizational environment vary between individuals, leading to different problems. In this research, it is recognized that technostress has a duality, meaning it manifests both as a positive effect (techno-eustress) and a negative effect (techno-distress). With this in mind, the analysis is conducted from this perspective. The research adopts a qualitative approach, using the thematic oral history method, and data were collected through semi-structured interviews. The subjects of the research are educational managers at the Federal University of Pampa (UNIPAMPA) who hold the position of course coordinator (FCC). Regarding data analysis, interpretive analysis was used. The results indicate that technostress and its effects manifest in the use of the various technologies employed by course coordinators, whether these are institutional or outside the university's domain. Among the institutional systems, SEI stands out as the main generator of technostress, especially due to the formalities involved in the coordinators' work. The intensive use of WhatsApp, outside the institutional domain, is also identified as a significant source of technostress, despite being widely used in work practices. Considering the dynamics of the explored context, it was possible to verify that some practices are intertwined with the creators of technostress in more than one dimension of the phenomenon. The routine of educational managers is marked by techno-overload, especially during periods of high demand, combined with techno-insecurity in dealing with new functionalities without adequate support and the techno-complexity of institutional systems like SEI. Furthermore, techno-uncertainty manifests through confusion with technological interfaces, and finally, techno-invasion affects the balance between personal and professional life. It is worth noting that the results indicate that while some managers manage to transform stress into growth opportunities (techno-eustress), many still face frustrations and techno-distress. Additionally, it is emphasized that the results contribute to theory in various ways, by expanding the concept of technostress and suggesting specific dimensions for its effects, techno-eustress and techno-distress. They also offer practical-managerial contributions to institutions and managers by encouraging reflection on organizational psychology issues and the use of technology, so they can learn to cope, mitigate techno-distress, and enhance the effects of techno-eustress. The study also contributes methodologically by expanding the use of the Thematic Oral History method as an effective method for exploring experiences and perceptions about the impact of technology. As contributions to society, the study provides new perspectives on the adoption and use of institutional systems like SEI, especially in educational contexts. The main limitation of this study is geographic issues, as critical scenarios such as the floods in the state of Rio Grande do Sul may have impacted both the findings and the data collection for the study.