ABSTRACT Digital technology adoption may not directly boost teachers' ICT‐enabled productivity; fostering a supportive school digital culture is crucial. Grounded in the stressor‐strain‐outcome model and job demands‐resources theory, this study addresses this pressing issue by examining the techno‐stressors and emotional exhaustion experienced by 2000 K‐12 teachers in China. The results revealed that: (1) school digital culture helped mitigate various techno‐stressors; (2) techno‐complexity and techno‐insecurity were related to increased emotional exhaustion; (3) intriguingly, techno‐uncertainty showed a negative association with emotional exhaustion; (4) emotional exhaustion was negatively linked to ICT‐enabled productivity. Additionally, group differences by gender and location were unveiled. This study provides a psychological perspective on how technostress influences the relationship between school digital culture and teacher productivity, and offers evidence‐based strategies to alleviate teachers' technostress.
Chen et al. (Wed,) studied this question.