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How School Digital Culture Relates to K-12 Teachers' ICT-Enabled Productivity: Roles of Techno-Stressors and Emotional Exhaustion

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Title: How School Digital Culture Relates to K-12 Teachers' ICT-Enabled Productivity: Roles of Techno-Stressors and Emotional Exhaustion
Language: English
Authors: Shuzhen Chen (ORCID 0000-0003-4555-4341), Yangjie Li, Yunkai Chen
Source: European Journal of Education. 2026 61(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Foreign Countries, Educational Technology, Technology Uses in Education, Technology Integration, Information Technology, Elementary School Teachers, Secondary School Teachers, Teacher Attitudes, Stress Variables, Fatigue (Biology), Productivity, Gender Differences, School Location, Psychological Patterns, Stress Management
Geographic Terms: China
DOI: 10.1111/ejed.70485
ISSN: 0141-8211
1465-3435
Abstract: Digital technology adoption may not directly boost teachers' ICT-enabled productivity; fostering a supportive school digital culture is crucial. Grounded in the stressor-strain-outcome model and job demands-resources theory, this study addresses this pressing issue by examining the techno-stressors and emotional exhaustion experienced by 2000 K-12 teachers in China. The results revealed that: (1) school digital culture helped mitigate various techno-stressors; (2) techno-complexity and techno-insecurity were related to increased emotional exhaustion; (3) intriguingly, techno-uncertainty showed a negative association with emotional exhaustion; (4) emotional exhaustion was negatively linked to ICT-enabled productivity. Additionally, group differences by gender and location were unveiled. This study provides a psychological perspective on how technostress influences the relationship between school digital culture and teacher productivity, and offers evidence-based strategies to alleviate teachers' technostress.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497870
Database: ERIC
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  Data: How School Digital Culture Relates to K-12 Teachers' ICT-Enabled Productivity: Roles of Techno-Stressors and Emotional Exhaustion
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  Data: <searchLink fieldCode="AR" term="%22Shuzhen+Chen%22">Shuzhen Chen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4555-4341">0000-0003-4555-4341</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yangjie+Li%22">Yangjie Li</searchLink><br /><searchLink fieldCode="AR" term="%22Yunkai+Chen%22">Yunkai Chen</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 15
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Fatigue+%28Biology%29%22">Fatigue (Biology)</searchLink><br /><searchLink fieldCode="DE" term="%22Productivity%22">Productivity</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22School+Location%22">School Location</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1111/ejed.70485
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  Data: 0141-8211<br />1465-3435
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  Label: Abstract
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  Data: Digital technology adoption may not directly boost teachers' ICT-enabled productivity; fostering a supportive school digital culture is crucial. Grounded in the stressor-strain-outcome model and job demands-resources theory, this study addresses this pressing issue by examining the techno-stressors and emotional exhaustion experienced by 2000 K-12 teachers in China. The results revealed that: (1) school digital culture helped mitigate various techno-stressors; (2) techno-complexity and techno-insecurity were related to increased emotional exhaustion; (3) intriguingly, techno-uncertainty showed a negative association with emotional exhaustion; (4) emotional exhaustion was negatively linked to ICT-enabled productivity. Additionally, group differences by gender and location were unveiled. This study provides a psychological perspective on how technostress influences the relationship between school digital culture and teacher productivity, and offers evidence-based strategies to alleviate teachers' technostress.
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      – SubjectFull: China
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