Impact of technostress on pre-service teachers' perceptions of technology integration in classroom teaching

Abstract

This study examines the impact of technostress among pre-service teachers and how it shapes their confidence and willingness to use technology in classroom teaching. As digital tools become more central in teacher preparation programs, many pre-service teachers face challenges related to learning new systems, managing multiple platforms, and meeting technology-based expectations during coursework and practicum experiences. Understanding these pressures is essential because early experiences with technology often shape how future teachers approach technology integration once they enter the profession. A mixed-methods design was used to investigate this issue. Quantitative data were collected from 133 pre-service teachers through a survey measuring technostress sources, its impact on teaching, coping strategies, and institutional support. Exploratory factor analysis was conducted to validate the structure of the adapted technostress survey, followed by correlation and regression analyses to assess how the different dimensions of technostress relate to teaching confidence and perceptions of technology use. Qualitative data from semi-structured interviews were also gathered to provide deeper insight into participants' experiences, especially their reflections on stress, adaptation, and support during practicum. The findings showed that technostress was present at moderate levels and came mainly from feelings of overload, complexity, and insecurity when working with digital tools. Higher levels of technostress were associated with lower confidence in using technology and a reduced belief that technology was useful for teaching. However, strong institutional support such as mentorship, hands-on guidance, opportunities to practice, and access to helpful resources helped reduce the negative effects of technostress. Interview participants described feeling overwhelmed at the beginning of their practicum but reported gaining confidence as they received feedback, collaborated with peers, and became more familiar with the technology required in real classroom settings. The study concludes that technostress is not only a barrier but also an experience that can support growth when pre-service teachers receive adequate guidance. By offering structured training, practical opportunities to build digital skills, and consistent mentorship, teacher education programs can help future teachers develop the confidence needed for technology-rich classrooms. Recommendations for improving teacher preparation and suggestions for future research are provided.