Study of the Impact of Digital Change on Stress Level in an Educational Organization

This study examines the impact of digital change on the manifestations of stress and professional exhaustion among pedagogical staff, with the emphasis on the implementation of the electronic diary as an element of the process of digitalization of the school system in Bulgaria. The aim of the study is to establish the level and nature of stress resulting from the adaptation to the new electronic systems for administering the educational process. The study included all representatives of the pedagogical staff of a specific educational organization, and the Maslach Burnout Inventory (MBI) toolkit was used to measure professional exhaustion. The results show that the level of emotional exhaustion and dehumanization associated with working with the electronic diary are low, which indicates a successful adaptation to the digital change. Only about 10% of the surveyed teachers reported higher levels of fatigue and exhaustion, with the main factors being greater professional experience and lower digital competence. However, the indicator of personal achievements shows a slight trend towards a decrease in the feeling of effectiveness. The conclusions partially confirm that there is a relationship between the degree of digital adaptation and the level of professional exhaustion. The electronic diary is not a direct stressor, but its introduction reveals deeper challenges related to the organizational culture and the need for constant support of the pedagogical staff. The study emphasizes the importance of professional training, intra-institutional support and management of technological stress as key factors for the sustainable digitalization of the educational process.