Abstract:

The integration of Information and Communication Technology (ICT) into education systems affects various aspects of teachers’ functioning. Previous studies confirm that stress arising from the use of digital technology can be related to teachers’ quality of life, and that the experience of digital stress depends not only by the intensity of technology use but also on subjective beliefs about one’s own competencies.

The aim of the study was to examine the prevalence of digital stress among teachers and their digital self-efficacy, as well as their association with teachers’ psychological well-being. The study included 870 male and female teachers from primary and secondary schools and higher education institutions. Data were collected online using the following instruments: the Digital Stressors Scale (DSS) the Digital Self-Efficacy Scale, and the World Health Organization Well-Being Index (WHO-5).

The average level of teachers’ digital stress observed in this study was moderate, with the highest levels observed for dimensions difficulties in everyday ICT use and digital overload, as well as disruption of work–life balance. Dimensions of digital stress were associated with lower well-being, whereas digital self-efficacy was associated with lower levels of digital stress and higher well-being. After controlling for age, gender, and ICT education, the digital stress dimensions of digital overload and concerns about digital security and privacy emerged as significant predictors of personal well-being, while digital self-efficacy did not prove to be a significant predictor of psychological well-being.

These findings confirm the relevance of perceived digital stress for teachers’ psychological well-being, likely through increased cognitive and emotional demands. Future research should further examine whether digital self-efficacy operates as a mediator or moderator in the relationship between digital stress and well-being.

Keywords:

Digital stress, digital self-efficacy, teachers' well-being.