Abstract :
The increasing integration of digital technologies into educational institutions has transformed teachers’ instructional responsibilities while simultaneously introducing new sources of occupational stress. Technostress may arise when teachers experience technology-related overload, complexity, uncertainty, insecurity, or invasion of their professional and personal time. Although previous research has established that technostress can adversely affect employees’ performance and teachers’ attitudes toward information and communication technology, less attention has been given to the mechanisms through which technostress may influence teachers’ instructional effectiveness. The present study therefore examines the relationship between technostress and teachers’ instructional effectiveness, with particular emphasis on the mediating role of digital self-efficacy. The study is grounded primarily in Social Cognitive Theory, which proposes that individuals’ beliefs about their capability to perform a task influence their behavior, effort, persistence, and performance. A quantitative, survey design is proposed. Teachers working in public secondary schools would constitute the target population, and data would be collected through a structured questionnaire consisting of measures of technostress, digital self-efficacy, and instructional effectiveness. Descriptive statistics would initially be used to summarize respondents’ perceptions, followed by mediation analysis to determine whether digital self-efficacy explains the relationship between technostress and instructional effectiveness. The proposed model assumes that greater technostress is associated with lower instructional effectiveness and that stronger digital self-efficacy may partially protect teachers from the negative consequences of technology-related demands. The study is expected to contribute to educational technology research by shifting attention from technology availability toward teachers’ psychological capacity to use technology effectively. Its findings may assist educational policymakers and school administrators in developing professional-development programs that strengthen teachers’ digital confidence while reducing unnecessary technology-related demands.