Impact of Techno-Stress on Employee Productivity & Burnout

Abstract

This study investigates how techno-stress affects teacher productivity and burnout, aiming to identify strategies to reduce techno-stress and improve workplace efficiency in rural areas of Peshawar. Employing a quantitative, survey-based approach, the study uses a sample of 283 teachers to explore the relationships between techno-stress, burnout, and productivity. This quantitative and Survey based study employs a sample of 283 teachers to look for links between techno-stress and factors like burnout and productivity. The results indicate a strong correlation (R-squared = 63.7%), showing that increased techno-stress is associated with lower productivity and higher levels of burnout. In order to maintain teacher effectiveness and well-being, it is crucial to manage techno-stress in educational settings, as these results demonstrate. The findings align with the Technology Acceptance Model (TAM), highlighting that perceived ease of use and perceived usefulness are crucial for effective technology integration in educational settings. Structured training to increase adaptation, mental health services to fight burnout, & proactive management tactics to lessen digital stress are all suggestions. Future research should adopt longitudinal designs to better understand causal relationships. It should also include urban contexts and examine moderating variables such as resilience and organizational support. Educational administrators and legislators can use the study's findings to better meet the needs of teachers in light of technology advancements and to enhance the quality of instruction they give.