CRITICAL DIGITAL PEDAGOGY: INVESTIGATING THE RELATIONSHIP BETWEEN ENGLISH LANGUAGE TEACHERS’ ATTITUDES TOWARD CRITICAL PEDAGOGY AND THEIR TECHNO-STRESS LEVEL

Date

2026-1-12

Author

Yılmaz, Gizem

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This study aims to investigate the relationship between in-service English Language Teachers’ (ELT) attitudes toward the Critical Pedagogy (CP) and their level of techno-stress (TS) within the framework of Critical Digital Pedagogy. The study also seeks to determine the predictive effects of CP on TS.The participants consisted of 662 ELT teachers across various age groups, genders, teaching levels, academic degrees, institutions and technological habits in Turkiye. Data were collected via an online platform (Google Forms) through two different scales: The Critical Pedagogy Principles Scale and the Teachers' Techno-Stress Determination Scale. The data were analyzed using SPSS 26 through descriptive statistics, independent samples t-tests, one-way ANOVA, the Tukey’s post hoc tests, the Pearson correlation coefficient, and the multiple hierarchical regression analyses. According to the results, the Education System dimension of CP attitudes had a positive and significant effecton techno-stress (β = .206, p<.001), while the School Functions dimension had a negative and significant effect (β = –.106, p = .007). The Liberation subdimension did not show a significant relationship (p>.05). The results revealed that digital competence, along with reflective, transformative, and positive beliefs about School Functions, significantly reduces techno-stress. Conversely, critical awareness of the limitations or implementations of Education Systems increases techno-stress levels among ELT teachers. However, it should be noted that the R² values were relatively low (16.1% and 21.3%), indicating that a large portion of techno-stress variance remains unexplained.

Subject Keywords

Critical pedagogy, critical digital pedagogy, techno-stress, educational technologies, English language teachers (ELT)

URI

https://hdl.handle.net/11511/118312

Collections

Graduate School of Social Sciences, Thesis