Determinants of technostress in the teaching profession: A cross-sectional analysis

DOI: https://doi.org/10.35765/mjse.2026.1529.10
Keywords: technostress, primary school, in-service and pre-service teachers, information and communication technologies, ICT

Abstract

Research objectives and problems: The main objective of this study is to analyze the causes and relationships associated with technostress experienced by teachers with varying levels of professional experience and demographic characteristics. The study addresses the following research questions: What is the level of technostress among in-service and pre-service teachers? To what extent is the level of technostress among in-service and pre-service teachers differentiated by socio-demographic variables such as gender, place of residence, age, and length of service?

Research methods: The data were collected through a cross-sectional, questionnaire-based study conducted during the summer semester of the 2024–2025 academic year. The study sample included 60 in-service teachers and 394 pre-service teachers.

Process of argumentation: In recent years, scientific research has increasingly focused on the concepts of technostress – stress resulting from the use of information and communication technologies (ICT) and technophobia, understood as anxiety related to technology and its application. These phenomena affect not only teachers’ well-being but also their professional functioning by reducing work efficiency, job satisfaction, and the quality of their relationships with students. Consequently, they may negatively impact teachers’ overall professional success and their ability to meet the expectations of their educational environment. This paper analyzed the above-mentioned assumptions.

Research findings: The study revealed that both in-service and pre-service teachers reported generally low levels of technostress. However, in-service teachers experienced significantly higher abilities-demands technostress than pre-service teachers. Age and work experience were positively correlated with technostress, but only among in-service teachers. Place of residence significantly influenced technostress levels in this group as well, with the highest levels observed among those living in medium-sized cities. No significant gender or residence-related differences were found among pre-service teachers.

Conclusions: The study highlights important differences in technostress levels among teachers related to their experience, age, and living environment. Understanding these variations can help inform strategies to better support teachers in adapting to technological demands in education.

References

Aktan, O., &Toraman, Ç. (2022). The relationship between technostress levels and job satisfaction of teachers within the COVID-19 period. Education and Information Technologies, 27(7), 10429–10453. https://doi.org/10.1007/s10639-022-11027-2

Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Emerald.

Betoncu, O., &Ozdamli, F. (2019). The disease of 21st century: Digital disease. TEM Journal, 8(2), 598–603.https://doi.org/10.18421/TEM82-37

Bielak, P., Gajewska, M., &Lisewska, I. (2021). Nauczyciel w dobie pandemii [Teachers in the age of the pandemic].Zeszyty Naukowe Zbliżenia Cywilizacyjne, 17(4), 129–148. https://dx.doi.org/10.21784/ZC.2021.022

Brivio, E., Gaudioso, F., Vergine, I., Mirizzi, C. R., Reina, C., Stellari, A., & Galimberti, C. (2018). Preventing technostress through positive technology. Frontiers in Psychology, 9, 2569.https://doi.org/10.3389/fpsyg.2018.02569

Brod, C. (1984). Technostress: The human cost of the computer revolution.Addison Wesley.

Colman, A.M. (2015). A dictionary of psychology. Oxford University Press.

El Kiassi, J., & Jahidi, R. (2023). Technostress: A concept analysis. International Journal of Accounting, Finance, Auditing, Management and Economics, 4(3–1), 154–169.

Estrada-Muñoz, C., Castillo, D., Vega-Muñoz, A., & Boada-Grau, J. (2020). Teacher technostress in the Chilean school system. International Journal of Environmental Research and Public Health, 17(15), 5280.https://doi.org/10.3390/ijerph17155280

Fernández-Batanero, J. M., Román-Graván, P., Reyes-Rebollo, M. M., & Montenegro-Rueda, M. (2021). Impact of educational technology on teacher stress and anxiety: A literature review. International Journal of Environmental Research and Public Health, 18(2), 548. https://doi.org/10.3390/ijerph18020548

Gravetter, F. J., &Forzano, L. (2010). Research methods for the behavioral sciences. Wadsworth.

Hambleton, R. K., Merenda, P. F., & Spielberger, C. D. (2004). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures. In R. K.Hambleton, P. F.Merenda, & C. D. Spielberger (Eds.), Adapting educational and psychological tests for cross-cultural assessment (pp. 15–50). Psychology Press.

Hejnicka-Bezwińska, T., &Śliwerski, B. (2015). Praktyka edukacyjna w warunkach zmiany kulturowej (w poszukiwaniu logiki zmian) [Educational practice in conditions of cultural change (in search of the logic of change)].WN PWN.

Jaeger, S. R., &Cardello, A. V. (2022). Factors affecting data quality of online questionnaires: Issues and metrics for sensory and consumer research. Food Quality and Preference, 102, 104676.https://doi.org/10.1016/j.foodqual.2022.104676

Koh, J., Chai, C., Benjamin, W., & Hong, H.-Y. (2015). Technological pedagogical content knowledge (TPACK) and design thinking: A framework to support ICT lesson design for 21st century learning. Asia-Pacific Education Researcher, 24(3), 535–543. https://doi.org/10.1007/s40299-015-0237-2

Kumar, P. S. (2024). Technostress: A comprehensive literature review on dimensions, impacts, and management strategies. Computers in Human Behavior Reports, 16, 100475.https://doi.org/10.1016/j.chbr.2024.100475

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.

Michalski, J. (2024). Prestiż zawodu nauczyciela [The prestige of the teaching profession]. In S.M. Kwiatkowski (Ed.), Edukacja szkolna z perspektywy nauk pedagogicznych [School education from the perspective of pedagogical sciences] (pp. 233–253). APS University Press.

Penado Abilleira, M., Rodicio-García, M. L., Ríos-de Deus, M. P., & Mosquera-González, M. J. (2021). Technostress in Spanish university teachers during the COVID-19 pandemic. Frontiers in Psychology, 12, 617650.https://doi.org/10.3389/fpsyg.2021.617650

Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently? On the Horizon, 9(6), 1–6.https://doi.org/10.1108/10748120110424843

Qi, C. (2019). A double-edged sword? Exploring the impact of students’ academic usage of mobile devices on technostress and academic performance. Behaviour & Information Technology,38(12), 1337–1354.https://doi.org/10.1080/0144929X.2019.1585476

Rademaker, T., Klingenberg, I., &Süß, S. (2025). Leadership and technostress: A systematic literature review. Management Review Quarterly, 75, 429–494.https://doi.org/10.1007/s11301-023-00385-x

Ram, R., & Kannaujiya, S. (2025). A study of the relationship between techno stress and well-being among primary school teachers. The Voice of Creative Research, 7(1), 317-324. https://doi.org/10.53032/tvcr/2025.v7n1.36

Ragu-Nathan, T. S., Tarafdar, M., Ragu-Nathan, B. S., & Tu, Q. (2008). The consequences of technostress for end users in organizations: Conceptual development and empirical validation. Information Systems Research, 19(4), 417–433.https://psycnet.apa.org/doi/10.1287/isre.1070.0165

Salanova, M., Llorens, S., &Cifre, E. (2013). The dark side of technologies: Technostress among users of information and communication technologies. International Journal of Psychology, 48(3), 422–436. https://doi.org/10.1080/00207594.2012.680460

Saltan, F., Bozbey, Ç., Bozyokuş, F., Koçak, S., &Özdemir, M. (2024). Investigation of classroom teachers’ technostress levels in terms of ICT competence perceptions and various variables. Journal of Teacher Education and Lifelong Learning, 6(1), 91–99.https://doi.org/10.51535/tell.1429701

Scherer, R., Rohatgi, A., &Hatlevik, O. E. (2017). Students’ profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test.Computers in Human Behavior, 70, 486–499. https://doi.org/10.1016/j.chb.2017.01.034

Strelau, J. (1998). Psychologia temperamentu [Psychology of temperament]. WN PWN.

Szempruch, J. (2022). Problemy kształcenia i doskonalenie nauczycieli w Polsce – w kierunku profesjonalizacji zawodu [Problems with teacher training and development in Poland – towards a professionalization of the profession]. Studia BAS, 2, 27–47.https://doi.org/10.31268/StudiaBAS.2022.11Topal, M., & Akgun, O. E. (2015). Eğitim Fakültesi Son Sınıf Öğrencileri İçin Hazırlanan Eğitim Amaçlı İnternet Kullanımı Öz-Yeterliğini Geliştirme Programının Etkililiği [The effectiveness of a self-efficacy program on educational internet use prepared for final-year students of the Faculty of Education]. Elementary Education Online, 14(2), 697–712. http://dx.doi.org/10.17051/io.2015.43304

Wahab, N. Y. A., Mahat, H., Razali, M. M., &Baharudin, N. H. (2022). A study of technostress levels of secondary school teachers in Malaysia during the COVID-19 pandemic. InternationalJournal of Learning, Teaching and Educational Research, 21(4), 380–394.http://dx.doi.org/10.26803/ijlter.21.4.22

Wang, K., Chai, C. S., Liang, J. C., & Sang, G. (2024). Exploring teachers’behavioural intentions to design artificial intelligence-assisted learning in Chinese K-12 education. Technology, Pedagogy and Education, 33(5), 629–645. https://doi.org/10.1080/1475939X.2024.2369241

Wang, X., Tan, S. C., & Li, L. (2020a). Measuring university students’ technostress in technology-enhanced learning: Scale development and validation. Australasian Journal of Educational Technology, 36(4), 96–112.https://doi.org/10.14742/ajet.5329

Wang, X., Tan, S. C., & Li, L. (2020b). Technostress in university students’ technology-enhanced learning: An investigation from multidimensional person-environment misfit. Computers in Human Behavior, 105, 106208.https://doi.org/10.1016/j.chb.2019.106208

Wang, Z., Zhang, L., Wang, X., Liu, L., &Lv, C. (2023). Navigating technostress in primary schools: A study on teacher experiences, school support, and health. Frontiers in Psychology, 14, 1267767.https://doi.org/10.3389/fpsyg.2023.1267767

Weisberg, Y. J., DeYoung, C. G., & Hirsh, J. B. (2011). Gender differences in personality across the ten aspects of the Big Five. Frontiers in Psychology, 2, 178.https://doi.org/10.3389/fpsyg.2011.00178

Woodlands, L., & Dart, S. (2023). Enhancing novice educator confidence to teach synchronously online during the COVID-19 pandemic.Student Success,14(3), 18–28.https://doi.org/10.5204/ssj.2579

Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 18(5), 459–482.https://doi.org/10.1002/cne.920180503

Zbróg, Z., & Bałachowicz, J. (2024). Wybrane problemy polskiej pedagogiki i edukacji wczesnoszkolnej [Selected issues in Polish pedagogy and early school education]. In S.M. Kwiatkowski (Ed.), Edukacjaszkolna z perspektywynaukpedagogicznych[School education from the perspective of pedagogical sciences] (pp. 9–37). APS University Press.

Zhao, S., & Song, J. (2021). What kind of support do teachers really need in a blended learning context?Australasian Journal of Educational Technology,37(4), 116–129.https://doi.org/10.14742/ajet.6592

Published
2026-06-30
How to Cite
Trusz, S., & Demeshkant, N. (2026). Determinants of technostress in the teaching profession: A cross-sectional analysis. Multidisciplinary Journal of School Education, 15(1 (29), 175-190. https://doi.org/10.35765/mjse.2026.1529.10
Issue
Vol. 15 No. 1 (29) (2026): Stress and Success Among Teachers
Section
Thematic Articles

Copyright (c) 2026 Sławomir Trusz, Nataliia Demeshkant

Creative Commons License

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

  1. The Author/Authors declares/declare that their publication is original has not been published before and is not currently being considered for publication elsewhere and does not include borrowings from other works which might cause Publisher's responsibility, does not infringe the rights of the third party and that their copyright on this publication is not limited. The Author/Authors will incur all the costs and will pay compensations which might result from the mendacity of the following statement.

  2. The Author/Authors declares/declare that issues about publication ethics, have been appropriately considered.

  3. The Author/Authors agrees/agree to publish the article free of charge in Multidisciplinary Journal of School Education in English or Spanish. The Editorial Board reserves the right to shorten the texts and change the titles.

  4. As part of free publication mentioned in § 1, the Author/Authors agrees/agree to make the full electronic version of their article available in the Internet.

  5. The Author/Authors agrees/agree to index their article in databases at home and abroad, including abstracts and keywords as well as Authors’ affiliation in English and in other languages. The Author/Authors agrees/agree to pass on the information mentioned above to the owners of these databases.

  6. The Author/Authors declares/declare that the article is free of plagiarism.

  7. The Author/Authors declares/declare that funding and conflict of interest information has been included in the article.

  8. The Author/Authors accepts/accept that the author is aware of the consequences of scientific dishonesty, which, once detected, will be documented and disclosed to the public, and information about it will be communicated to the relevant institutions (universities employing the authors, scientific societies, publishing houses, etc.).

  9. The Author/Authors declares/declare to publish the text in the Multidisciplinary Journal of School Education under a Creative Commons Attribution-NoDerivatives 4.0 International License (CC BY-ND 4.0).

  10. For one Author. Please complete the Author Statement and send it to the editorial office. Please download, complete, scan and attach the file in the system during the submission process.
    Download: Author Statement

  11. For more than one Author. The Authors declare to bear complete responsibility for the scientific reliability of the article submitted. The detailed contribution of all co-authors is defined. Please complete the Authors Statement-Authorship Contributions and send it to the editorial office. Please indicate the specific contributions made by each author (list the authors’ initials, e.g., JKH).  Please download, complete, scan and attach the file in the system during the submission process. 
    Download: Authors Statement - Authorship Contributions