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This review aims to explore the relationship between technostress and teaching engagement among primary and secondary school teachers.

March 13, 2026Education SciencesOpen Access

Teaching Engagement and Technostress Among Primary and Secondary School Teachers: A Systematic Review

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Systematic review examines the link between technostress and engagement in school teachers, suggesting the need for support strategies.

This review aims to explore the relationship between technostress and teaching engagement among primary and secondary school teachers.
Conducted a systematic review following PRISMA 2020 guidelines.
Included 13 studies published between 2015-2025 with 6,630 participants.
Employed the PEC model for defining eligibility criteria and search strategies.
Assesssed methodological quality using the EACSH Scale.
Integrated qualitative and quantitative descriptive analyses.
Found an inverse relationship between technostress and teaching engagement.
Identified moderating factors such as contextual elements, educational level, and technological infrastructure.
Technostress linked to digital fatigue, reduced vigor, and lower professional dedication.
Protective factors for engagement included digital self-efficacy and institutional support.
Teachers in demanding digital environments maintained engagement with adequate resources.

Sandoval-obando et al. (2026) studied this question.

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