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The accelerating digitalization of society has resulted in a demand to speed-up the implementation of ICT in teaching, and changes in curriculum policies reflect this development. However, the demand to increase the educational use of ICT may also cause stress. The aim of the current study was to explore how demographics are associated with technostress and which factors predict it in Finnish school teachers. The data was collected with the OPEKA online self‑evaluation questionnaire tool. The sample consisted of 2,741 teachers. The results indicated that subject teachers were more “technostressed” than class teachers, female teachers were more stressed than males, and teachers with 16–30 years of working experience were more stressed than teachers with 0–15 years of experience. The key predictors of the technostress were ICT competence, the concordance of the educational use of ICT with the teaching style, school support, and attitudes to the educational use of ICT. High ICT competence, high concordance of ICT with the teaching style, high levels of school support, and positive attitudes to ICT were associated with low levels of technostress. The results are discussed in the light of previous findings, and the practical implications and the need for future studies are explored.

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Digitalization of society and digital transformation of organizations have been the emerging trend during the last decade and recently the Covid-19 pandemic even promoted the use of digital technology. There are numerous benefits reported due to digitalization but also some challenges have been addressed. One challenge has been the emerging amount of technostress due to rapid change in utilizing digital tools and applications. There are some validated technostress instruments available but those are universal instruments meant for assessing any kind of technostress. However, the number of technostress instruments targeted for assessing perceived stress due to online work is still limited. We aimed to develop and validate a novel instrument for assessing technostress due to online meetings. We compared the validity of the novel instrument in terms of other well-known instruments among education and health care sectors. A large survey was conducted, and a number of respondents was 499. Data were handled by SPSS-28. Statistical analyses were done by Pearson correlations. Study showed that the novel instrument was easy to use and valid for assessing technostress. However, more research is needed for establishing its status as an acknowledged technostress instrument.