Research on middle school teachers’ technostress empowered by artificial intelligence

Introduction Technostress is an essential factor in predicting middle school teachers’ willingness to adopt artificial intelligence (AI) in future educational practices and their actual use of such technologies. This study examines technostress among middle school teachers in the context of AI integration and explores how personal competence (including digital awareness, digital technology knowledge and skills, and digital application competence), role conflict, organizational support, and technological features influence technostress. Methods The Technology Acceptance Model (TAM) is employed as the theoretical underpinning for the present research, using survey data from 301 middle school teachers, a path model was constructed to analyze these relationships. Results The results indicate that the overall level of technostress is relatively low; however, different teacher groups experience distinct sources of stress. Specifically, appropriate technological features and strong digital aware