TECHNOSTRESS MITIGATION IN EDUCATION: A PERSON–ENVIRONMENT FIT APPROACH TO ICT DEMANDS AND TEACHER CAPABILITIES

Abstract

Digitalization of education has become an accelerated process worldwide, and information and communication technologies (ICTs) have become the focus of teaching, assessment, and administration. Though ICT adoption leads to flexibility, accessibility and innovation, it also causes technostress whereby digital demands are more than teachers can handle or where institutions do not offer sufficient support. To reinvent the concept of technostress as a fit between technological demands and teacher skills or between teacher demands and institutional resources, the Person-Environment (P-E) Fit theory is used in this paper. It looks at the mediating effect of perceived ICT usefulness in mediating these relations, the effects of misfit on job satisfaction and job performance, and how institutional inhibitors such as literacy facilitation, technical support, and involvement facilitation could be used to reestablish the fit. Restructuring technostress as an organizational issue and not as an individual failure, the paper indicates the role of institutional strategies that can guarantee ICT adoption to enhance teacher well-being and effective digital transformation in education.