The aim of this study is to examine the impact of digital literacy on technostress and to explore the mediating role of self-efficacy in this relationship. The sample consists of 265 teachers working in various schools in Rize during the 2024–2025 academic year. Data were collected through questionnaires and analyzed using factor analyses, correlation, and regression techniques. The findings show that digital literacy significantly reduces technostress (β = -0.510, p < 0.001) while enhancing self-efficacy (β = 0.529, p < 0.001). In turn, self-efficacy was found to negatively affect technostress (β = -0.484, p < 0.001). Moreover, self-efficacy partially mediates the relationship between digital literacy and technostress. These results highlight the importance of strengthening teachers’ digital literacy and self-efficacy to mitigate technostress in educational settings.
Çınar et al. (2025) studied this question.