Résumés
Résumé
L’objectif de cette recherche sera de vérifier l’effet modérateur de la formation aux technologies de l’information et de la communication pour l’enseignement (TICE) sur le lien entre le technostress et l’engagement organisationnel des enseignants et enseignantes des universités publiques dans le contexte marocain.
Ce travail sera divisé en quatre sections principales. La première section présente la revue de littérature à travers la définition des différents concepts, l’identification du lien entre le stress et l’engagement organisationnel dans le domaine de l’enseignement ainsi que l’introduction des hypothèses et du modèle de recherche. Dans la deuxième section, nous allons décrire la méthodologie de recherche en exposant le jugement de nos choix de population et du terrain, le positionnement épistémologique ainsi que la procédure d’échantillonnage et de collecte des données. La représentation des résultats et la discussion des différents aboutissements seront dévoilées dans la troisième et dernière section.
Une démarche quantitative ayant un mode de raisonnement hypothético-déductif a été menée pour la validation de notre modèle de recherche et le test des différentes hypothèses liant les trois variables. Un total de 307 réponses seront analysées à l’aide de la modélisation par équation structurelle (MES). Les principales conclusions indiquent qu’il existe une relation significative entre le technostress et l’engagement organisationnel des enseignants et enseignantes universitaires au Maroc. Or, la formation à la technologie n’a eu aucun effet modérateur sur ce lien, mais elle a eu un effet significatif et positif sur l’engagement organisationnel des enseignantes et enseignants marocains.
Mots-clés :
- Formation à la technologie,
- technostress,
- engagement organisationnel,
- enseignants et enseignantes universitaires,
- Maroc,
- MES
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.
Keywords:
- Technology training,
- technostress,
- organizational commitment,
- university professors,
- Morocco,
- SEM
Parties annexes
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