Abstract Drawing on literature from organizational stress, teacher stress, and technostress, and on the stressor-strain and P-E Fit theoretical lenses, this paper builds and empirically tests a model of technostress in the context of kindergarten through 12th grade (K-12) education. Technostress is framed conceptually as a process that includes techno-stressors, strain, and outcomes, as well as mechanisms that can reduce the techno-stressors and strain variables. The model is tested empirically using survey data from 416 K-12 teachers employed in the United States. The effects of five techno-stressors—techno-complexity, techno-insecurity, techno-invasion, techno-overload, and techno-uncertainty—on strain in the form of burnout, and the impact of burnout on turnover intention, are investigated. The mitigating effect of literacy facilitation on the five techno-stressors and burnout is also tested. Results indicate that techno-insecurity, techno-invasion, and techno-overload significantly increase burnout, and literacy facilitation can mitigate the negative impact of techno-complexity, techno-insecurity, techno-invasion, techno-overload, and burnout. Burnout also has a significant positive effect on turnover intention.

中文翻译：

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K-12 教师所经历的技术压力源、识字促进、倦怠和离职倾向的实证研究

摘要 借鉴组织压力、教师压力和技术压力的文献，并从压力源-应变和 PE 拟合理论视角出发，本文构建并实证检验了从幼儿园到 12 年级 (K-12) 教育背景下的技术压力模型。 . 技术压力在概念上被定义为一个过程，包括技术压力源、应变和结果，以及可以减少技术压力源和应变变量的机制。该模型使用来自美国 416 名 K-12 教师的调查数据进行实证检验。研究了五种技术压力因素——技术复杂性、技术不安全性、技术入侵、技术过载和技术不确定性——对倦怠形式的压力的影响，以及倦怠对离职意向的影响。还测试了识字促进对五个技术压力源和倦怠的缓解作用。结果表明，技术不安全、技术入侵和技术过载显着增加了倦怠，识字促进可以减轻技术复杂性、技术不安全、技术入侵、技术过载和倦怠的负面影响。职业倦怠对离职意愿也有显着的正向影响。