The Influence of Technological Pedagogical and Content Knowledge, Computer Self-Efficacy and School Culture on Teachers' Technostress Moderated by Organizational Support in the Era of Educational Digitalization

Abstract

Digital transformation encourages teachers to integrate technology intensively in learning. However, this change also gives rise to technostress, which is psychological pressure due to the inability to adapt to new technology. This study aims to analyze the Influence of Technological Pedagogical and Content Knowledge, Computer Self-Efficacy and School Culture on Teacher Technostress Moderated by Organizational Support in the Era of Educational Digitalization. This study uses a quantitative method with a causal approach involving 256 respondents consisting of ASN teachers at Public High Schools in Kendari City who have implemented digital learning intensively, selected through Proportional Random Sampling techniques. Data were analyzed using Structural Equation Modeling (SEM) to test the direct effect and moderating effect of organizational support. The results showed that TPACK had a negative and significant effect on teacher technostress with a path coefficient value of -0.252 (p <0.05). Computer Self-Efficacy had a negative and significant effect on teacher technostress, with a path coefficient of -0.238 (p <0.05). School culture has a negative and significant effect on teacher technostress, with a path coefficient of -0.243 (p<0.05). Moderation analysis confirmed that organizational support does not have a significant effect in moderating the relationship between TPACK and Technostress where the path coefficient value is -0.064 (p>0.05). Organizational support does not significantly moderate the relationship between Computer Self-Efficacy and Technostress where the path coefficient value is -0.170 (p>0.05). Organizational support significantly moderates the relationship between School Culture and teacher Technostress with a path coefficient value of 0.229 (p<0.05). These findings provide important implications for education policy, particularly in efforts to strengthen teachers' technopedagogical competence and digital literacy, as well as aligning organizational support with school culture to create a work environment that supports the sustainable digital transformation of education.