Assessing the Techno-Stress, Digital Competency, and Work-Family Conflict Among Teaching Personnel in a Private Higher Education Institution: Basis for an Intervention Program

Higher education institutions in the Philippines face increased technology requirements as digital transformation has advanced rapidly, and faculty members must balance teaching duties with administrative responsibilities. This study measured techno-stress, digital competency, and work-family conflict levels among teaching staff in private higher education institutions. Using a quantitative, non-experimental design, data were gathered from 304 full-time faculty members with administrative roles through validated survey instruments. Descriptive statistics, Pearson correlation, and hierarchical regression analyses were employed to analyze the data. Results indicated that respondents experienced moderate to high levels of techno-stress, particularly in techno-overload, techno-complexity, and techno-uncertainty. Work-related responsibilities created work-family conflict, as they disrupted family time more than family responsibilities disrupted work duties. Despite these challenges, respondents demonstrated high digital competency across instructional, assessment, and ethical domains. However, digital skills did not buffer the effects of techno-stress on work-family conflict. The findings revealed a significant, moderate, positive relationship between techno-stress and work-family conflict, confirming that higher technology-related stress levels were associated with greater role conflict. The non-significant moderation effect of digital competency suggests that systemic and organizational factors, such as workload distribution, boundary management, and institutional support, play a more decisive role in shaping outcomes. This study underscores the need for institutional strategies that move beyond individual skill enhancement, including structured workload policies, digital boundary-setting guidelines, and differentiated support systems. By addressing faculty well-being in digitally intensive environments, the study contributes to broader efforts aligned with Sustainable Development Goal 3 (Good Health and Well-Being) and Goal 4 (Quality Education).