Research on middle school teachers' technostress empowered by artificial intelligence

Area of Science:

• Educational Technology
• Artificial Intelligence in Education
• Teacher Training

Background:

• Technostress impacts middle school teachers' adoption of Artificial Intelligence (AI).
• Understanding factors influencing technostress is crucial for AI integration in education.
• Personal competence, role conflict, organizational support, and technology features are key areas of investigation.

Purpose of the Study:

• To examine technostress among middle school teachers during AI integration.
• To explore the influence of personal competence, role conflict, organizational support, and technological features on technostress.
• To identify strategies for mitigating technostress and promoting AI adoption.

Main Methods:

• Utilized the Technology Acceptance Model (TAM) as a theoretical framework.
• Collected survey data from 301 middle school teachers.
• Employed a path model analysis to investigate relationships between variables.

Main Results:

• Overall technostress levels were found to be relatively low.
• Appropriate technological features and strong digital awareness were associated with reduced technostress.
• Role conflict was identified as a significant intensifier of technostress, mediating organizational support.

Conclusions:

• Targeted support, balancing technology supply with educational demand, and showcasing successful AI use cases can mitigate technostress.
• Enhancing teachers' digital awareness and confidence is vital for AI adoption.
• Strengthening role positioning and work flexibility can alleviate role conflict, facilitating AI integration.