Advancing digitalization presents teachers with the challenge of adapting and refining teaching and further school-related work processes. Based on the Job Demands-Resources Model (Demerouti et al. 2001) and Rudow’s (1994) framework model of teacher stress and strain, data from the ICILS 2018 was used to analyze various work tasks and conditions that place positive or negative strains on teachers working with ICT and can therefore promote or impair health and job performance in the long term. It was found that the majority of the n = 2251 teachers surveyed perceive a neutral level of strain for most of the characteristics recorded. Around half of the teachers feel burdened by the quality of the technical equipment and the internet at the school. In other areas, e.g., lesson preparation and post-processing, the use of ICT is perceived as a positive strain. The teachers were divided into four groups with similar response patterns using latent profile analyses. The profiles with the strongest negative and positive strains are low (6% and 10% of the sample). There are differences between the profiles in terms of the age and gender of the teachers and their attitudes towards digital media in the classroom. On the other hand, there are no differences concerning teachers’ digitalization-related skills between the four profiles.
