This study aims to investigate the effect of literacy facilitation on technostress, burnout and job satisfaction among teachers during the COVID-19 pandemic. The sample is comprised of 372 teachers from Brazil. The data were collected through an online survey and were analyzed through Confirmatory Factor Analysis and Structural Equation Modeling. The results show that literacy facilitation in terms of training, instruction manuals and knowledge sharing encouragement presents a negative effect on the perception of techno-overload, techno-complexity and techno-invasion. Furthermore, the results indicate that literacy facilitation has an indirect effect on the perception of burnout and job satisfaction among teachers.
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