Introduction:

The COVID-19 pandemic has provoked the urge for social isolation, which has led educational institutions to adopt, since March 2020, Emergency Remote Teaching.

Objective:

In this context, the general objective of this article is to present results of a survey on the relationship between discomfort, more specifically the levels of teacher stress and technostress, with the excessive use of Digital Information and Communication Technologies. Methodology: The methodology, of a quanti-qualitative, descriptive, and exploratory nature, consisted of the realization of the state of knowledge on the subject and the application of a questionnaire answered by 311 Brazilian university professors. The analyses were performed by means of descriptive statistics and with the three-way analysis of the results of previous research and of the empirical data.

Results:

The results pointed out that 84.9% of the professors who answered the questionnaire present some level of stress, where 24.1% are in the alarm phase, 33.8% in the resistance phase and 27% in the exhaustion phase. Among the respondents, 66.2% attributed the increased stress to the exhaustive use of Digital Information and Communication Technologies during remote teaching. Finally, 72.6% of the teachers who received continuing education considered themselves to be at basic levels of skills and competencies for the use of digital technologies.

Conclusion:

It is concluded from the findings that there is a need for investment in continuing education for professors, as well as further research to track the effects of faculty unease, stress, and technostress on the health and work of university professors.

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