The Upside of Teachers’ Technostress: Adaptation and Validation of a Techno-eustress Scale

Abstract

Digital education transformation introduced a new source of stress for higher
education teachers (HETs). Research has studied the effects of technostress, or
technology-induced stress, focusing on its harmful consequences (techno-distress).
Recent literature further suggests that technostress can also benefit individuals and
organizations (techno-eustress), contributing to wellbeing, effectiveness, and
performance. However, techno-eustress measurements are scarce. This study
aimed to adapt and validate the Techno-eustress Scale for HETs. The scale was
translated, adapted, and tested in a nationwide sample of 1,107 Portuguese HETs.
Both exploratory and confirmatory factor analyses were used. Results led to a brief
5-item Portuguese version of the techno-eustress scale, exhibiting a one-
dimensional structure and robust psychometric qualities, evidencing reliability,
construct validity, and strict measurement invariance. The study provided a
parsimonious techno-eustress assessment that assists future research and practice.
Our work extended technostress research and crosses scientific domains such as
education, psychology, information systems, and management. This brief
measurement underpins positive organizational studies as it opposes the
eternalization of techno(di)stress measurements, in a technology-based era when
wellbeing, notably for HETs, is a precious asset.