Technostress, burnout and job satisfaction Among teachers during the COVID-19 pandemic: The role of literacy facilitation.

This study investigates the impact of literacy facilitation—defined as institutional support through training, instruction manuals, and encouragement of knowledge sharing—on technostress, burnout, and job satisfaction among 372 Brazilian teachers during the COVID-19 pandemic. Using Confirmatory Factor Analysis and Structural Equation Modeling, the research found that literacy facilitation negatively affects teachers’ perceptions of techno-overload, techno-complexity, and techno-invasion, which are forms of technostress related to technology demands. Additionally, techno-overload and techno-invasion were positively associated with burnout, which in turn negatively influenced job satisfaction; however, techno-complexity did not show a significant effect on burnout. The findings suggest that literacy facilitation indirectly reduces burnout and enhances job satisfaction, highlighting the importance of digital literacy support in mitigating technostress and promoting teacher well-being during rapid technological transitions in education.