Techno-Stress of Teachers: An Empirical Investigation from China

Abstract

The purpose of this study is to explore the consequences and interrelations among techno-stressors, techno- and work-exhaustion in Chinese teachers. For this purpose, an empirical study with 272 teachers in China was carried out. Results indicate that techno-induced role ambiguity and techno-change frequency have a direct impact on techno-exhaustion. Our results also reveal that both work-exhaustion and techno-exhaustion negatively impact job satisfaction and teacher retention; meanwhile, techno-exhaustion indirectly causes work-exhaustion. Then discussions of Techno-stress management strategies were discussed in this paper.