Predicting Teachers’ Continuance Intention to Teach Online: The Role of Technostress, Intrapersonal and School Environmental Factors
As online teaching continues to be widely recognized and valued in global K–12 education, understanding the factors influencing teachers’ continuance intention is crucial, particularly in light of rising technostress. This study applied an extended COACTIV model to investigate how personal competenc...
Saved in:
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2025-07-01
|
| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440251359832 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1839610252922716160 |
|---|---|
| author | Kai Wang Zhenying Ye Zhenyu Li Shihua Li Xue Yuan |
| author_facet | Kai Wang Zhenying Ye Zhenyu Li Shihua Li Xue Yuan |
| author_sort | Kai Wang |
| collection | DOAJ |
| description | As online teaching continues to be widely recognized and valued in global K–12 education, understanding the factors influencing teachers’ continuance intention is crucial, particularly in light of rising technostress. This study applied an extended COACTIV model to investigate how personal competencies and school environmental factors predict teachers’ intent to continue online teaching. Survey data from 573 in-service teachers in China were analyzed using structural equation modeling to assess relationships among key variables, including technological pedagogical content knowledge (TPACK), attitudes toward technology, teaching goal orientation, self-efficacy, teaching enthusiasm, resilience, technostress, administrative support, and workload. The findings reveal that while technostress and performance goal orientation negatively impact continuance intention, positive attitudes toward technology and robust administrative support enhance it. Moreover, teachers’ resilience, teaching goal orientation, and administrative support indirectly affect continuance intention by mediating technostress. These results provide valuable insights for improving the sustainability of online teaching practices in K–12 education. |
| format | Article |
| id | doaj-art-fca636348d1a4c0c96bcd80b2aeb1bf6 |
| institution | Matheson Library |
| issn | 2158-2440 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj-art-fca636348d1a4c0c96bcd80b2aeb1bf62025-07-29T15:04:10ZengSAGE PublishingSAGE Open2158-24402025-07-011510.1177/21582440251359832Predicting Teachers’ Continuance Intention to Teach Online: The Role of Technostress, Intrapersonal and School Environmental FactorsKai Wang0Zhenying Ye1Zhenyu Li2Shihua Li3Xue Yuan4 Beijing Normal University, China Central China Normal University, Wuhan, China Beijing Normal University, China Xidian University, Xi’an, China Vrije Universiteit Brussel (VUB), BelgiumAs online teaching continues to be widely recognized and valued in global K–12 education, understanding the factors influencing teachers’ continuance intention is crucial, particularly in light of rising technostress. This study applied an extended COACTIV model to investigate how personal competencies and school environmental factors predict teachers’ intent to continue online teaching. Survey data from 573 in-service teachers in China were analyzed using structural equation modeling to assess relationships among key variables, including technological pedagogical content knowledge (TPACK), attitudes toward technology, teaching goal orientation, self-efficacy, teaching enthusiasm, resilience, technostress, administrative support, and workload. The findings reveal that while technostress and performance goal orientation negatively impact continuance intention, positive attitudes toward technology and robust administrative support enhance it. Moreover, teachers’ resilience, teaching goal orientation, and administrative support indirectly affect continuance intention by mediating technostress. These results provide valuable insights for improving the sustainability of online teaching practices in K–12 education.https://doi.org/10.1177/21582440251359832 |
| spellingShingle | Kai Wang Zhenying Ye Zhenyu Li Shihua Li Xue Yuan Predicting Teachers’ Continuance Intention to Teach Online: The Role of Technostress, Intrapersonal and School Environmental Factors SAGE Open |
| title | Predicting Teachers’ Continuance Intention to Teach Online: The Role of Technostress, Intrapersonal and School Environmental Factors |
| title_full | Predicting Teachers’ Continuance Intention to Teach Online: The Role of Technostress, Intrapersonal and School Environmental Factors |
| title_fullStr | Predicting Teachers’ Continuance Intention to Teach Online: The Role of Technostress, Intrapersonal and School Environmental Factors |
| title_full_unstemmed | Predicting Teachers’ Continuance Intention to Teach Online: The Role of Technostress, Intrapersonal and School Environmental Factors |
| title_short | Predicting Teachers’ Continuance Intention to Teach Online: The Role of Technostress, Intrapersonal and School Environmental Factors |
| title_sort | predicting teachers continuance intention to teach online the role of technostress intrapersonal and school environmental factors |
| url | https://doi.org/10.1177/21582440251359832 |
| work_keys_str_mv | AT kaiwang predictingteacherscontinuanceintentiontoteachonlinetheroleoftechnostressintrapersonalandschoolenvironmentalfactors AT zhenyingye predictingteacherscontinuanceintentiontoteachonlinetheroleoftechnostressintrapersonalandschoolenvironmentalfactors AT zhenyuli predictingteacherscontinuanceintentiontoteachonlinetheroleoftechnostressintrapersonalandschoolenvironmentalfactors AT shihuali predictingteacherscontinuanceintentiontoteachonlinetheroleoftechnostressintrapersonalandschoolenvironmentalfactors AT xueyuan predictingteacherscontinuanceintentiontoteachonlinetheroleoftechnostressintrapersonalandschoolenvironmentalfactors |