Teacher training as a strategy to prevent technostress and the violation of work-family limits in K-12 teachers

The growing use of information and communication technologies in the educational context has led to technostress (also known as technological stress - a negative psychological state caused by excessive or inappropriate use of information and communication technologies), which affects the mental health of teachers. This study examined the relationship between technostress and work-family conflict in 455 teachers of K-12, considering the characteristics of both the public and private sectors. The results indicate that teachers in public schools experienced higher levels of technostress, while teachers in private schools showed higher levels of inhibition to this technological stress. The findings of this study may be useful for school managers in implementing strategies such as flexibility policies, digital self-monitoring support, and training on the use of information and communication technologies, in order to mitigate the effects of technostress. However, future research with longitudinal designs is needed to deepen the understanding of this relationship.