ArticleFrontiers in psychology2026
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.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Who cites it
1 citing paper in PubMed.
- An empirical study of digital competence, technostress, and job satisfaction among college physical education teachers in China.Scientific reports · 2026Article
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Authors and funding
3 authors.
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Abstract
Purpose: This study examined the cross-sectional association between ICT-related digital teaching demands and job burnout among university physical education (PE) teachers, and assessed whether technology-related stress and occupational stress served as stress-related pathways linking these demands to burnout. Methods: A questionnaire survey was conducted among university PE teachers from Henan Province, China, yielding 1,869 valid responses. Digital teaching demands were operationalized as ICT-related work demands. Structural equation modeling was used to estimate the proposed associations, and indirect pathways were tested using bias-corrected percentile bootstrapping with 5,000 resamples. Results: ICT-related digital teaching demands were positively associated with job burnout. The direct association remained significant after accounting for technology-related stress and occupational stress, but the indirect component accounted for a larger proportion of the total association. The total indirect association was significant [β = 0.292, 95% CI (0.254, 0.330)], indicating that stress-related pathways explained 68.54% of the total association. Significant indirect pathways were observed through technology-related stress, through occupational stress, and through the sequential pathway from technology-related stress to occupational stress. Conclusion: In this sample of university PE teachers from Henan Province, ICT-related digital teaching demands were positively associated with job burnout, and this association was largely reflected through technology-specific strain and broader occupational pressure. These cross-sectional findings suggest that digitally intensified teaching environments may be better understood by considering both technostress and general occupational stress, while causal interpretations should be tested in future longitudinal research.
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