Investigating Teacher Technostress in Technology-Supported Teacher Learning with Person–Environment Fit Theory

With the rapid advancement of emerging technologies, an increasing number of studies are integrating technology into teacher professional development. This evolving trend, however, presents additional challenges for educators, particularly in the form of heightened technostress. Despite this, there is a noticeable gap in research investigating the factors influencing teacher technostress and their interrelationships with technology-supported teacher learning (TSTL). This study aims to scrutinize factors influencing teachers’ technostress and satisfaction in TSTL, grounded in the person–environment fit theory. Data were collected from 681 K-12 teachers in China. The results from structural equation modelling revealed that, within TSTL, teachers’ value beliefs and school support significantly impact both technostress and satisfaction. Intriguingly, technostress itself did not demonstrate a direct relationship with satisfaction. Subsequent multi-group assessments shed light on distinct correlations between teachers’ value beliefs, school support, and technostress based on gender and teaching levels in TSTL. In light of the study’s insightful findings, several recommendations are proposed for the future implementation of TSTL.