Technostress among teachers: A systematic literature review and future research agenda

Abstract

Technostress refers to an individual’s inability to engage with emerging computer technologies in a constructive and healthy manner. Moreover, teaching is increasingly recognized as a stressful profession, with recent studies indicating a rise in technostress among educators. However, current research has failed to holistically map the sources, outcomes, and mitigation strategies for technostress among teachers. In this systematic review, we analyzed 54 studies sourced from Scopus, PubMed, and Web of Science to outline the landscape of technostress and identify key factors, including sources, outcomes, and strategies for mitigation. Our findings reveal a notable increase in research on teachers’ technostress since 2018, especially during the COVID-19 pandemic, with a predominant focus on studies from Asia and a significant absence of perspectives from North America. Common identified sources of technostress include technological factors, workplace conditions, and personal perceptions. Furthermore, the findings emphasize that technostress affects teachers’ well-being and overall job performance. Although research on the mitigation of technostress remains limited, several effective strategies have emerged at the personal (e.g., boosting resilience, promoting information technology mindfulness, and fostering meaningful work perceptions) and organizational (e.g., enhancing digital literacy, providing organizational flexibility, and offering technical support) levels. Finally, despite the current studies covering the sources and consequences of technostress, they provide an incomplete understanding of the formation of technostress. Overall, the gap in the literature highlights the urgent need to investigate the formation and mitigation of technostress among teachers at all levels. Our review provides up-to-date information for researchers, educators, and teachers about technostress and its mitigation.