AI Insight
This study of 466 female teachers in Chinese higher education institutions found that technostress negatively affects their perceived career progression, and this relationship is mediated by work-family conflict. Using the Job Demands-Resources model and Conservation of Resources theory, researchers demonstrated that increased technological demands intensify conflicts between work and family responsibilities, which in turn hinders how female teachers perceive their career advancement opportunities.
Why it matters
These findings have direct implications for educational policy in addressing gender equality in academic careers. By identifying work-family conflict as a key mechanism through which technology-related stress impedes career progression, the research suggests that institutions should implement support systems to help female faculty manage technological demands alongside their professional and family responsibilities.
Understand the Science
IntroductionThis study examines the relationship between technostress, work–family conflict (WFC), and female teachers’ perceived career progression in Chinese higher education institutions in Henan Province, China. As universities increasingly rely on digital technologies for teaching, administration, and communication, female teachers may experience growing technological demands alongside existing professional and family responsibilities. Drawing on the Job Demands-Resources (JD-R) model and Conservation of Resources (COR) theory, this study investigates whether WFC mediates the relationship between technostress and perceived career progression.MethodsData were collected from 466 female teachers employed in higher education institutions in Henan Province, China, using a well-structured questionnaire. The data were then analyzed using SPSS and SmartPLS to test the proposed hypotheses.ResultsThe results indicate that technostress has a negative relationship with female teachers’ perceived career progression, while it has a positive relationship with work–family conflict. In addition, work–family conflict acts as a mediator in the relationship between technostress and perceived career progression.DiscussionThese findings suggest that technostress has a negative influence on teachers’ perceived career progression in higher education institutions by intensifying work–family conflict. This is consistent with the United Nations Sustainable Development Goals (SDGs) 3, 4, and 5, highlighting the importance of promoting teacher well-being, enhancing educational quality, and advancing gender equality. The paper also offers practical implications for policymakers to alleviate technostress and work–family conflict, thereby supporting teachers’ sustainable perceived career progression.