Abstract With rapid development of emerging technologies, teachers have been required to integrate mobile
technology into their practices to improve learning outcomes. However, teachers have been reluctant to integrate
technology into teaching because of technostress. Many
studies have investigated the reasons and consequences of
technostress in different contexts more than education,
specifically teachers in K-12. To shed light on the boundary
condition of using new technology, this study investigated
technostress as a boundary condition that influences perceived usefulness for continuance intentions of using
portable technology. Therefore, the authors introduced a
model to describe the relationship among technostress,
perceived usefulness, and K-12 teacher attitudes toward
and continuance intentions to using mobile technology in
the Palestinian context. 367 teachers from different backgrounds participated in the quantitative study. SPSS and
AMOS were used to find the path coefficients of the model.
The findings revealed that technostress has non-significant
direct effects on continuance intentions of using
portable technology, where perceived usefulness plays a
crucial role in continuance intentions. Technostress has
negative effects on both perceived usefulness and teachers’
attitudes toward mobile technology. Participants in the
study were from northern Palestine, which limited generalizing the findings on other technological tools. Longitudinal future studies are recommended to understand the
impact of perceived usefulness and its relationship with
technostress, which is important to deepening our understanding of continuance intentions in using mobile
technology.
Keywords Technostress  Perceived usefulness
Continuance intentions  Mobile technology  TAM

العنوان

The Asia-Pacific Education Researcher

الناشر

Springer Singapore

بلد الناشر

سنغافورة

نوع المنشور

مطبوع فقط

المجلد

--

السنة

2022

الصفحات

12