Title: Impact of technostress on continuance intentions to use mobile technology

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. The boundary condition of using new technology which consider in this study technostress as a boundary condition that influences perceived usefulness for continuance intentions of using mobile technology. Therefore, the purpose of the study was to investigate the impact of technostress on continuance intentions of using mobile technology in K-12 schools in Palestine, as well as develop a model that describes how technostress and perceived usefulness influence the continuation of mobile technology integration in schools in the Palestinian context. Therefore, the researchers proposed 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. A quantitative approach was used to collect data from 367 teachers from different backgrounds using online survey. Path analysis was used through using SPSS and AMOS to find out the goodness of fit and the relationship among the constructs of the proposed model. path coefficients of the model and table 1 to introduce Goodness-of-fit indices for the proposed 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.