ArticleBehavioral sciences (Basel, Switzerland)2023
Factors That Impact the Relationship between Perceived Organizational Support and Technostress in Teachers.
Article in Behavioral sciences (Basel, Switzerland), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed, 27 citations in OpenAlex.
- The mechanisms influencing AI teaching readiness among preservice STEM teachers: an empirical analysis based on PLS-SEM and fsQCA.Frontiers in psychology · 2026Article
- Associations between ICT-related digital teaching demands and job burnout among university physical education teachers in China: the intervening roles of technostress and occupational stress.Frontiers in psychology · 2026Article
- Recognition, rewards, and job performance: the mediating role of perceived organizational support in the Peruvian education sector.Frontiers in psychology · 2026Article
- The impact of teachers' perceived competence in information and communication technology usage, and workplace anxiety on well-being, as mediated by emotional exhaustion.Frontiers in psychology · 2024Article
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Authors and funding
3 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In the last two years, the obligatory use of technologies due to the COVID-19 pandemic has increased the technostress suffered by education professionals. This study investigates the relationships between technostress and perceived organizational support and the influence of certain socio-demographic variables. An online survey was administered to 771 teachers working in different educational stages in various autonomous communities in Spain. Perceived organizational support was found to be significantly correlated with technostress. Women tend to experience more technostress in general and significant gender differences were also found in the dimension of anxiety. The analyzed data also suggest that perceived organizational support is higher in private schools. In urban centers, teachers' technostress increases in higher educational stages, such as secondary education and baccalaureate. Further work is needed to develop school policies that address the needs of teachers and provide support for those at risk of technostress. In addition, there is a need to design coping strategies and prioritize the most at-risk sectors to improve their overall health and well-being.
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Registered trials
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