Abstract:
Daily work of primary school teachers is changing due to technology use. Very little is known about the effects of these changes in work for teachers. This master thesis aimed at answering the following research question: ''What is the effect of primary school teachers' use of digital technology on their daily work, and what is the effect of this change in work on the experienced meaningfulness of their work?'' A quantitative deductive approach was taken, and data was gathered from 139 teachers in the Netherlands. Multiple regression analyses were conducted. The results show that the more frequent a primary school teacher uses digital technology in teaching, the more this teacher finds that daily work has changed for the better. A possible explanation for this finding is that teachers only decide to use a certain technology if they feel that the use of that technology contributes to conducting the task. Furthermore it was found that the extent to which a teacher experiences that daily work has changed for the better, positively affects the level of experienced meaningfulness of work of that teacher. Attention was paid to the extraordinary period in which this research was conducted: before and during the COVID-19 lockdown in 2020.
