Beyond the Screen: How Gender and Professional Experience Influence Technostress Among EFL Teachers

Abstract

This study examined antecedents of technostress and evaluated the extent to which gender and teaching experience influenced technostress among Iranian private-sector EFL teachers. A mixed-methods design was employed, in which 303 teachers completed an adapted version of Tarafdar et al.’s Technostress Scale, and a purposive subsample of 25 participants participated in subsequent semi-structured interviews. The statistical analyses yielded no statistically significant differences in technostress by gender or across teaching-experience profiles. The interview findings, however, delineated privacy invasion, work overload, limited digital literacy, lack of physical interaction, work–home conflict, and emotional exhaustion as prominent stressors associated with heightened technostress.

Keywords

Teacher technostress online teaching EFL teachers ICT competence technology integration

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