Relationships between teachers’ technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural equation modeling

Understanding the impact of technology usage at work on academics' psychological well-being: a perspective of technostress

BACKGROUND

Over the recent years, technology has brought huge benefits to the academics, enabling their work more efficient and flexible. However, technology usage also poses challenges for academics and may lead to technostress.

PURPOSES

This study aims to understand the academics' technostress by examining the effects of information and communications technology (ICT) self-efficacy and work-home conflict on academics' techno-stressors (techno-overload, techno-complexity, techno-invasion, techno-insecurity, techno-uncertainty) and, furthermore, how techno-stressors impact their psychological well-being.

METHODS

A research model is proposed based on the previous literature. A sample of 251 academics from several higher education institutions in China was collected and analyzed using structural equation modeling.

RESULTS

The results of structural equation modelling reveal that: (a) ICT self-efficacy is significantly and negatively associated with techno-complexity and techno-insecurity; (b) Work-home conflict is a crucial contributor to techno-overload, techno-complexity, and techno-invasion; (c) Among the five typical techno-stressors, only techno-invasion significantly decreases academics' psychological well-being.

CONCLUSIONS

The study informs the higher education organizations should improve academics' ICT self-efficacy, monitor academics' psychological well-being and techno-stressors, promptly replace the outdated facilities, and assign dedicated personnel responsible for maintenance and problem-solving. Academics should also adjust themselves and seek compatibility between work and family.

Mobile technology features and technostress in mandatory online teaching during the COVID-19 crisis

Technostress is defined as any unhealthy condition caused by dealing with modern technology in various harmful ways; examples of technostress include addiction and stress. Even though technostress has been extensively studied in the literature, little attention has been paid to investigating technostress among academics who work in exceptional circumstances, such as crises, and who might be experiencing different psychological states due to those circumstances. To fill the gap, this study aims to explore the factors influencing technostress among school teachers. The study examined technostress's level and factor graphics structure among 692 academics from different Arab countries during COVID-19. The technostress factors and their stories were explored and measured using sequential mixed methods and confirmatory and exploratory factor analysis. The study discusses various factors' direct and indirect effects on mobile technology integration in education and the theoretical and practical implications of managing technostress in online classes. A model of techno-stressors among Arab academics was found to include: schedule overload, complexity, uncertainty, uselessness, invasion, and compulsion. The direct effect of various factors on mobile technology integration in education is mainly positive, while indirect effects are more varied. The theoretical and practical implications of managing technostress in online classes include: considering the psychological and physiological impact of technostress on students' learning performance, decreasing overall satisfaction with the learning experience, and improving the overall quality of online courses. As a result of this study's findings, a new perspective is provided on how academics in particular circumstances (in this study, the occupation of Palestine) may behave and feel toward technology in teaching.

Factors That Impact the Relationship between Perceived Organizational Support and Technostress in Teachers

In the last two years, the obligatory use of technologies due to the COVID-19 pandemic has increased the technostress suffered by education professionals. This study investigates the relationships between technostress and perceived organizational support and the influence of certain socio-demographic variables. An online survey was administered to 771 teachers working in different educational stages in various autonomous communities in Spain. Perceived organizational support was found to be significantly correlated with technostress. Women tend to experience more technostress in general and significant gender differences were also found in the dimension of anxiety. The analyzed data also suggest that perceived organizational support is higher in private schools. In urban centers, teachers' technostress increases in higher educational stages, such as secondary education and baccalaureate. Further work is needed to develop school policies that address the needs of teachers and provide support for those at risk of technostress. In addition, there is a need to design coping strategies and prioritize the most at-risk sectors to improve their overall health and well-being.

Teachers' post-pandemic outlook on the role of Technological and Pedagogical Content Knowledge in coping with burnout under adverse conditions: How a job demand transformed into a job resource

Introduction

The sudden change of instructional mode from face-to-face to online teaching during the COVID-19 pandemic forced teachers to develop their ICT skills and knowledge to cope with newly imposed job pressures. The imbalance between job demands and resources in this context led to teachers' severe burnout. This retrospective study utilized a mixed methods approach to examine teachers' coping mechanisms, Technological and Pedagogical Content Knowledge (TPACK), and job burnout amid the COVID-19 pandemic.

Methods

Data were gathered from 307 teachers on their experience of emergency remote teaching (ERT) at the time they returned to school in the Spring of 2022. Structural Equation Modeling was used to investigate the mediating role of TPACK in the relationship between coping strategies and burnout.

Results

The results revealed direct effects in the pathways of avoidant, active positive, and evasive coping to burnout highlighting the role of avoidant strategies in harming teachers' well-being and problem-focused strategies in promoting teachers' mental health. Also, indirect effects of active positive coping to burnout through TPACK, as a constructive approach to fighting back the crisis, were verified. Further, the direct effect of TPACK on burnout as a hindrance was significant, showing that higher levels of TPACK guaranteed lower job burnout and emotional drain. Analyzing interviews with 31 teachers revealed that TPACK functioned as a stressor at the outset of the pandemic and a resource for overcoming the strain and resolving the challenges in the midst of the crisis till schools reopened.

Discussion

The findings underscore the significant role of teachers' updated knowledge base in reducing their job pressure and taking proper decisions to cope well with unforeseen circumstances. The study has practical implications for policymakers, teacher educators, and school administrators to pay immediate attention to collective wisdom, organizational support, and technological infrastructures for improving teachers' well-being and professional success.

How remote leaning during crisis affect technostress levels experienced by academicians

Despite the extensive coverage in the literature, limited attention has been paid to the investigation of technostress among academicians who work under special circumstances, such as occupation, and might have different psychological states due to those conditions. To fill this gap, this study examined the level and factorial structure of technostress among 573 Palestinian academicians who worked in a more-than-seventy-years occupied country, and with the addition of the COVID-19 pandemic. A sequential mixed method approach with confirmatory and exploratory factor analysis was used to explore the technostress factors and to measure their level among the academicians. The obtained findings indicated that the four factors of (1) schedule overload, (2) complexity, (3) uncertainty and uselessness, and (4) invasion and compulsion formed the model of techno-stressors among Palestinian academicians. This can help various stakeholders (researchers, policy makers, practitioners, etc.) to design the needed interventions accordingly and reduce the technostress among academicians; hence, enhancing the latter's teaching practices and experiences.

Arbeitsanforderungen und Ressourcen der digitalen Mediennutzung bei Lehrkräften

Hintergrund

Die Nutzung digitaler Medien ist für einen Teil der Lehrkräfte mit einem erhöhten Belastungserleben verbunden. Stress, der durch negative Aspekte der digitalen Mediennutzung entsteht, wird unter dem Begriff „digitaler Stress“ oder „Technostress“ v. a. in internationalen Studien untersucht. Für deutsche Lehrkräfte ist die Befundlage hingegen rar. Dem gegenüberstehend scheint ein weiterer Teil der Lehrkräfte geringere Schwierigkeiten mit der fortschreitenden Implementierung digitaler Medien in den Schulalltag zu haben und stattdessen von den Vorteilen digitaler Medien zu profitieren. Empirisch vernachlässigt wurde dabei die Frage, inwiefern sich diese Vorteile als Ressource positiv auf Stress und Wohlbefinden der Lehrkräfte auswirken können.

Ziel

Ziel der Studie ist es, eine Zusammenstellung von potenziellen Einflussfaktoren der digitalen Mediennutzung auf Stress und Wohlbefinden von Lehrkräften aus Deutschland zu erhalten, diese datengeleitet zu strukturieren und hinsichtlich ihrer Wichtigkeit zu bewerten.

Methode

Es wurde die Group-concept-mapping(GCM)-Methode mit 44 angehenden Lehrkräften der Universität Koblenz-Landau durchgeführt.

Schlussfolgerung

Die erzielte Strukturierung zeigt in Verbindung mit der bewerteten Wichtigkeit die Bedeutung positiver Auswirkungen der digitalen Mediennutzung für das Wohlbefinden von Lehrkräften sowie die Relevanz schulischer Rahmenbedingungen auf.

What determines online rumour sharing on COVID-19? A stimulus–response framework

Based on the stimulus–response framework, this study examines the external environmental stimuli influencing online rumour sharing about COVID-19 and considers the contingent effect of fear. A large-scale online survey was used to test the proposed research model and hypotheses. The final data set comprised 2807 valid responses. The results indicate that perceptions of community safety and infection risk negatively affect online rumour sharing, while social influence positively affects online rumour sharing. Fear weakens the negative effects of community safety on online rumour sharing but strengthens the positive effect of social influence on online rumour sharing. This study provides a comprehensive analysis by applying the stimulus–response framework to explore the underlying drivers of online rumour sharing with regard to COVID-19 and the moderating effects of fear in the Chinese context.

Effectiveness of virtual laboratory vs. paper-based experiences to the hands-on chemistry practical in Tanzanian secondary schools

Science subjects at pre-tertiary and tertiary education levels are important for socio-economic and industrial development of any country; however, they are difficult for students to construct their concepts. In Tanzania, insufficient or lack of practical experiments are major challenges for science subjects due to insufficient or lack of laboratories, apparatus, expertise or reagents. Thus, this research assesses the effectiveness of paper-based against virtual laboratory experiences towards improvement of real (hands-on) chemistry practical in Tanzanian secondary schools focusing in Dodoma region. Chemistry virtual laboratory was developed and being deployed at Dodoma Secondary School for students who were never done practical sessions before to avoid biasness towards the study. The students were divided into three groups, namely paper-based and real laboratory as control groups (CG) and virtual laboratory as the experiment group (EG). Each group was further divided into two groups for the rest approaches forming six (6) groups. For EG, students were taught based on instructional approach which was enriched by computer animations in the computer laboratory. Results indicate that students who firstly attended virtual laboratory performed better in real laboratory than those who firstly attended real laboratory. Furthermore, the best progressive learning and performance for real experiments appears when the virtual laboratory preceded paper-based practical experiments. Thus, virtual laboratory is a very useful tool for learning chemistry practical not only to schools without laboratories but also to those with laboratories; and it should be considered by all the pre-tertiary schools in Tanzania and other schools in similar situations.

M. Knowledge diffusion–application association during the COVID-19 pandemic: investigating the role of technology intervention

Purpose

Knowledge management during the pandemic has been a challenging task due to the sudden intervention of technology in the organisational environment and the unexpected shift to the work-from-home culture. This study aims to investigate the role of technology intervention in the relationship between knowledge diffusion and knowledge application.

Design/methodology/approach

A cross-sectional study was conducted and data were collected from 541 employees who were working from home during the pandemic in India.

Findings

This study found significant relationships between knowledge diffusion and technology intervention. This study also observed the mediating role of technology intervention in the relationship between knowledge diffusion and knowledge application.

Originality/value

Tis study stands with other pioneering studies that have explored the role of technology intervention in the knowledge diffusion–application relationship using the job demand-resource model.

Factors Influencing Teacher’s Technostress Experienced in Using Emerging Technology: A Qualitative Study

In this era of rapid technology growth, many countries have begun to adopt emerging technologies into their educational systems to improve learning outcomes. The aim of this study is to explore the factors influencing teachers’ experiences of technostress while using new technology in academic classrooms and how it might be mitigated. Prior research has not focused on how technostress develops among individuals over time or how it can be mitigated in an individual context; the intention of this study is to contribute to the technostress literature in these particular areas. To address the research gap, we conducted a qualitative study that collected data through the use of an open-ended question questionnaire. Seventy teachers of different backgrounds and locations responded to the survey. We used thematic analysis to analyze their responses and reveal how lack of school support and their professional identities influence their levels of technostress. Technology characteristics, including the complexity and the benefits of a given technology, and privacy concerns play a crucial role in teachers’ experiences of technostress. Moreover, we found that colleague support in using new technology and open educational resources each contributed to mitigating teachers’ technostress levels. Our study extends technostress research to examine a new learning environment and context. This focus allowed us to highlight the need to develop open educational resources and better social support structures for teachers and to rethink the professional identities of developing teachers to mitigate their levels of technostress. Suggestions for further research that resulted from this work include using a mixed methods research approach in future studies and including more teachers in future work to determine the relationships among the factors identified by this study.

How Much Do We Care about Teacher Burnout during the Pandemic: A Bibliometric Review

In this study, a descriptive bibliometric analysis of the scientific production was performed in the Web of Science on burnout and/or stress in teachers in pandemic situations. The aim of the study was to analyse the scientific production on stress and burnout in teachers during the COVID-19 pandemic. A total of 75 documents from 33 journals with 3947 cited references were considered, with 307 researchers from 35 countries publishing at least one article. The country with the most publications was the USA, followed by China and Spain. The USA was the country with the most collaborations. A total of 184 institutions published documents, and the universities with the most records were Christopher Newport and Columbia, although the American University of Sharjah and Cape Breton University had a higher overall citation coefficient. Of the 33 journals that have published on the subject, Frontiers in Psychology and the International Journal of Environmental Research and Public Health stood out in terms of the number of articles, and they were also listed in this order with regard to their impact factor.

The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the COVID-19 Outbreak: A Moderated-Mediation Model of Teacher Resilience and Age

During the COVID-19 pandemic, teachers had to conduct online classes because of the breakdown of school learning. Teacher competence has a great impact on the students' learning outcomes in online learning. Teacher resilience is also important to help teachers survive and achieve a high level of well-being in emergency situations. Previous studies have explored the protective and risk factors of teacher resilience, among which teacher competence in various aspects is included. In addition, teachers' age differences in competence and resilience have been the focus of past studies. However, few studies have investigated the impact of teacher competence on students' online learning outcomes, the mediating role of teacher resilience, and the moderating effect of age when teachers participate in emergent online teaching. To address the above gap, this study explored teachers' perceptions of students' online learning outcomes and how teacher competence in online teaching and resilience can predict these outcomes. The data of 159,203 participants were collected and subjected to correlation analyses and a moderated-mediation effect test. The results indicated that (1) teacher competence in online teaching was positively related to perceived online learning outcomes; (2) teacher resilience was positively related to the teachers' perceived online learning outcomes; (3) teacher resilience played a partial mediating role between teacher competence in online teaching and perceived online learning outcomes; and (4) teachers' age moderated the direct and indirect relation between teacher competence in online teaching and perceived online learning outcomes. The findings imply that teachers should strengthen their own teaching competence and their resilience before conducting online teaching. In addition, this study proposes intervention strategies to enhance teachers' resilience and well-being through teacher competence cultivation and provides suggestions for different age levels of teachers to develop and train their online teaching competence and resilience in the future.

Chinese English as a Foreign Language Teachers' Immunity and Mindfulness as Predictors of Their Work Engagement

Considering the significant contribution of teachers' professional triumph in the prosperity of students, the current study aims to investigate the existence of any relationship among three factors influencing teachers' success: immunity, mindfulness, and engagement. Furthermore, we attempt to investigate whether English as a foreign language (EFL) teachers' immunity and mindfulness can predict their work engagement. To this end, a Likert-scale questionnaire including items on teacher immunity, mindfulness, and work engagement was distributed to 582 EFL teachers in China through the WeChat application by employing a convenient sampling. To analyze the collected data, the Spearman Rho correlation index and linear multiple regression analysis are employed. The findings are that there does exist an indication of a direct relationship among EFL teachers' immunity, mindfulness, and work engagement. Also, it is found that immunity and mindfulness can predict EFL teachers' work engagement. The current study's findings support the necessity of training language teachers to cope with the EFL context adversities.

A multigroup analysis of factors underlying teachers' technostress and their continuance intention toward online teaching

Online teaching has been implemented in response to the COVID-19 pandemic. Nonetheless, teaching online consumes considerable time and adds pressure to teachers' daily lives. Teachers have to not only acquire technical skills but also provide engaging instruction online. Meanwhile, privacy breaches occasionally occur in online teaching. The objective of the current study is to analyze the factors underlying the continuance intention toward online teaching beyond the COVID-19 pandemic. We use the person-environment fit theory to develop the survey for investigation. An open-ended question appended to the survey helps to gather teachers' further thoughts on sustainable online teaching. The structural equation modeling reveals that teachers' technostress is associated with their privacy concerns and self-efficacy in delivering effective instruction amid online teaching. The multigroup analysis further demonstrates that technostress, self-efficacy and school support are related to the continuance intention to teach online for teachers at distinct teaching levels to different extents. The responses to the open-ended question reveal that teachers' preference for online instruction lies in wealthy teaching resources and flexibility. Students' learning performance and the effectiveness of assessments constitute a concern in conducting online teaching. The implications for policymakers and teachers are remarked upon at the end of this paper.

Influence of Government Information on Farmers' Participation in Rural Residential Environment Governance: Mediating Effect Analysis Based on Moderation

Rural revitalisation in China relies heavily on the rural residential environment and is vital to the well-being of farmers. The governance of rural human settlements is a kind of public good. The external economy of governance results in the free-riding behaviour of some farmers, which does not entice farmers to participate in governance. However, current research seldom considers the public good of rural human settlements governance. This research is based on the pure public goods attribute of rural human settlements governance. It begins with government information and, using structural equation modelling (SEM), researchers construct the influence mechanism of government information, attitude, attention, and participation ability on the depth of farmers’ participation. The empirical results show that ability, attention, and attitude all have a dramatic positive influence on the depth of farmers’ participation, and the degree of impact gradually becomes weaker. Additionally, government information stimulus is not enough to promote farmers’ deep participation in governance. It needs to rely on intermediary variables to indirectly affect the depth of participation (ability, attention, attitude), and there is a path preference for the influence of government information on the depth of participation. As an important organisation in the management of rural areas, the village committee can significantly adjust the effect of the degree of attention on the depth of participation of farmers. Therefore, the government not only needs to provide farmers with reliable and useful information, but also needs to combine necessary measures to guide farmers to participate in the governance of rural human settlements.

Technology-Induced Stress, Sociodemographic Factors, and Association with Academic Achievement and Productivity in Ghanaian Higher Education during the COVID-19 Pandemic

The COVID-19 pandemic affected many nations around the globe, including Ghana, in the first quarter of 2020. To avoid the spread of the virus, the Ghanaian government ordered universities to close, although most of them had only just begun the academic year. The adoption of Emergency Remote Teaching (ERT) had adverse effects, such as technostress, notwithstanding its advantages for both students and academic faculty. This study examined two significant antecedents: digital literacy and technology dependence. In addition, the study scrutinized the effects of technostress on two relevant student qualities: academic achievement and academic productivity. A descriptive correlational study method was used to discern the prevalence of technology-induced stress among university students in Ghana. The technostress scale was used with a sample of 525 students selected based on defined eligibility criteria. A confirmatory factor analysis (CFA) was employed to calculate the measurement models and structural models. The divergent validity and convergent validity were estimated with the average variance extracted (AVE) and coefficients of correlation between the constructs. The online survey of 525 university students inferred that technology dependence and digital literacy contributes significantly to technostress. Additionally, technostress has adverse effects on academic achievement and academic productivity. Practical implications, limitations, and future directions for the study were also discussed.

The Influence of Technology on Mental Well-Being of STEM Teachers at University Level: COVID-19 as a Stressor

Stress can result in psychopathologies, such as anxiety or depression, when this risk factor continues in time. One major stressor was the COVID-19 pandemic, which triggered considerable emotional distress and mental health issues among different workers, including teachers, with another stressor: technology and online education. A mixed-method approach is presented in this research, combining a cross-sectional study of university teachers from Ecuador and Spain with a medium of twenty years of working experience (N = 55) and a bibliometric analysis carried out in three databases (161 documents). The levels of anxiety and depression, and therefore the risk of developing them as mental disorders, were high. The lack of training (p < 0.01), time (p < 0.05), or research regarding the use of technology in education (p < 0.01) and stress caused by COVID-19 (p < 0.001) were linked to frequency. The most relevant observational study obtained through the bibliometric analysis (138 citations and over 65% of methodological quality) indicated that previous training and behavioral factors are key in the stress related to technology. The combination of the results indicated that mental health in STEM teachers at university is related to diverse factors, from training to the family and working balance.

Influence of Technostress on Academic Performance of University Medicine Students in Peru during the COVID-19 Pandemic

The current study aims to validate and apply an instrument to assess the relationship between communication overload, social overload, technostress, exhaustion and academic performance. We performed a cross-sectional, analytical study of 2286 university medical students to assess the influence of technostress as a mediator of social media overload, communication overload and mental exhaustion and its detrimental effect on the academic performance of university students in Peru during the COVID-19 pandemic. The research model was validated using partial least square structural equation modeling (PLS-SEM) to establish the influence of variables on the model. Communication and social overload were found to positively influence technostress by correlations of 0.284 and 0.557, respectively. Technostress positively influenced exhaustion by 0.898, while exhaustion negatively influenced academic performance by -0.439. Bootstrapping demonstrated that the path coefficients of the research model were statistically significant. The research outcomes may help university managers understand students’ technostress and develop strategies to improve the balanced use of technology for their daily academic activities.

Technostress in Spanish University Teachers During the COVID-19 Pandemic

One of the measures adopted by the government of Spain during the COVID-19 pandemic has been the elimination of face-to-face classes in all universities, requiring that all teachers had to conduct their classes in an online mode. The objective of this article is to study how this adaptation among university teachers affected their job performance due to the technostress (objective and subjective) that they may have suffered. Based on the person-environment misfit theory (P-E fit theory), the sample consisted of 239 teachers from face-to-face and online universities in Spain who were asked to identify the type of technostress, feelings of technostress, and impact on job performance as a result of online teaching due to the COVID-19 pandemic. Results show that teachers who suffered the most from the negative consequences of technology have been female teachers from face-to-face universities who are older, have more years of experience, and consequently, hold a higher position. Despite previous results none of the above variables have been significant in explaining the decline in job performance during confinement. It was also observed that although the effect on job performance was similar for online teachers as well as face-to-face teachers, the variables that explained this effect were different. For the online teachers, there was a misfit between the demands and resources, which are explained based on the previous theory (P-E fit theory). Teachers from face-to-face universities pointed to the lack of instructions from their organization, along with subjective feelings of techno-inefficacy, as the reasons behind the decline in job performance during the lockdown period. Looking ahead to future research on the incorporation of information and communications technology in teaching work, it is necessary to consider variables associated with technostress, both objective and subjective, in order to increase the effectiveness of integrating emerging technology into teaching work.

Exploration of the relationship among roadway characteristics, operating speed, and crashes for city streets using path analysis

Estimating the speed-crash relationship has long been a focus area of interest in roadway safety analysis. Because of many confounding factors that may influence both speeds and crashes, the relationship cannot be appropriately established without considering the corresponding roadway contexts and accounting for their effects on speeds and crashes. This paper investigates the speed-crash relationship for city streets by jointly modeling speed, roadway characteristics, and crashes using a path analysis approach that has been recently introduced into safety analysis while incorporating a wide range of roadway and traffic related variables and additional speed measures. The results from the coherent path analysis identified multiple speed measures of interest that have a statistically significant association with crashes as well as having intuitive and useful interpretation. The results also supported a positive relationship between speed variability and crash occurrence (i.e., larger spread/variability in operational speed is associated with more crashes).

Innovations in human resources management of higher education institutions: technostress factors

The study on technostress is very significant in today's knowledge-based society. Technostress, which has developed due to the information-technology explosion over the past decade, plays an increasingly critical role in people’s lives. The study shows that the flood of information and the increased use of more technological tools could cause frustration, anxiety, and fear. The timeliness of the topic lies in the fact that if society does not pay attention to this new kind of public disease now, it would have a negative impact on people's health, quality of life, and efficiency at the corporate level. The study's theoretical background was analyzed by reviewing the international scientific literature available on the subject of technostress. The research aims to explore the relationship between factors belonging to the group of technostress creators concerning Hungarian higher educational institutions. In the study, the authors set up a research model to explore the relationship between technostress creators, which was examined using a quantitative questionnaire query. The study covered 237 employees working in higher education in Hungary. The results were analyzed in the SPSS 22 statistical program. During the evaluation, linear regression analysis was used to explore these relationships. The results demonstrated that the five components of technostress are techno-overload, techno-invasion, techno-complexity, techno-insecurity, and techno-uncertainty. These frequently interact with each other in higher education. The results of the study point to the fact that the five components of technostress embodied in higher education institutions are interrelated, which, when appearing in the lives of university lecturers, contributes to the increase in the level of technostress. The research results could be useful for all higher education institutions in terms of what factors they should place great emphasis on to reduce or prevent technostress.

Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress

In-service teachers have various emotional and motivational experiences that can influence their continuance intention towards online-only instruction during the COVID-19 pandemic, as a significant stress factor for their workplace. Derived from the Self-Determination Theory (SDT), Job Demands–Resources Model (JD–R), and Technology Acceptance Model (TAM), the present research model includes technological pedagogical knowledge (TPK) self-efficacy (SE), intrinsic (IM) and extrinsic (EM) work motivation, and occupational stress (OS) (i.e., burnout and technostress which have been examined in tandem) as key dimensions to explain the better continuance intention among in-service teachers to use online-only instruction (CI). Data for the research model were collected from 980 in-service teachers during the COVID-19 outbreak between April and May 2020. Overall, the structural model explained 70% of the variance in teachers’ CI. Motivational practices were directly and indirectly linked through OS with CI. The findings showed that IM has the most directly significant effect on teachers’ CI, followed by TPK-SE, and OS as significant, but lower predictors. IM was positively associated with TPK-SE and negatively associated with EM. The results offered valuable insights into how motivation constructs were related to OS and to a better understanding online instruction in an unstable work context, in order to support teachers in coping during working remotely.