EASING TECHNOSTRESS AMONG TEACHERS: WHAT FACTORS MAKE A DIFFERENCE?

Abstract

The increasing use of ICT in education has heightened technostress among teachers, affecting their well-being and performance. This study examined whether cognitive emotion regulation and divergent thinking predict technostress in 322 Italian secondary school teachers. Using the Technostress Creator Scale, Cognitive Emotion Regulation Questionnaire, and Alternative Uses Task, hierarchical regression analyses showed that maladaptive strategies were linked to higher technostress (overload, invasion, complexity), while adaptive strategies reduced techno-complexity. Unexpectedly, higher divergent thinking was associated with greater techno-invasion, possibly due to overconfidence and increased tech use. These results highlight the need for interventions that reduce maladaptive coping and guide creative potential. To mitigate technostress, schools should implement training programs aimed at fostering adaptive emotional regulation and encouraging mindful technology use, especially among teachers characterized by high divergent thinking. Furthermore, establishing support networks may promote the exchange of effective strategies and contribute to improved well-being.