ELEŞTİREL DİJİTAL PEDAGOJİ: İNGİLİZCE ÖĞRETMENLERİNİN ELEŞTİREL PEDAGOJİ TUTUMLARI VE TEKNO-STRES DÜZEYLERİ ARASINDAKİ İLİŞKİNİN İNCELENMESİ

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.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.