Digital Resilience Mediation Model on the Influence of Teacher Self-Efficacy and Technostress on Teacher Well-Being

Authors

DOI:

https://doi.org/10.23917/indigenous.v11i1.15032

Keywords:

teacher well-being, teacher self-efficacy, technostress, digital resilience, secondary school teachers

Abstract

This study was motivated by the increasing demands of digital technology in education, which have the potential to affect teacher well-being, particularly through psychological factors such as teacher self-efficacy, technostress, and digital resilience. This study aims to analyze the influence of teacher self-efficacy and technostress on teacher well-being, as well as to examine the role of digital resilience as a mediator. The study participants consisted of 212 high school teachers recruited using purposive sampling, with the characteristic of being active teachers who use technology in learning. This study used a quantitative approach with a survey method, where data were collected using scales of teacher self-efficacy, technostress, digital resilience, and teacher well-being that had been adapted and tested for validity. Data analysis was performed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that teacher self-efficacy had a significant effect on digital resilience and teacher well-being, while technostress had a significant effect on teacher well-being. However, digital resilience did not have a significant effect on teacher well-being and did not mediate the relationship between teacher self-efficacy and technostress with teacher well-being. The conclusion of this study confirms that internal factors such as self-confidence play an important role in teacher well-being, while digital adaptation skills do not contribute significantly without the support of a healthy psychological condition and work environment. These findings have important implications for the development of interventions to improve teacher well-being based on strengthening intrapersonal factors in the digital age.

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Submitted

2025-12-24

Accepted

2026-05-04

Published

2026-05-17

How to Cite

Septyningtyas, D. J., Nai’mah, T., Rahman, M. N. A., Anbari, M., & Silawati, E. (2026). Digital Resilience Mediation Model on the Influence of Teacher Self-Efficacy and Technostress on Teacher Well-Being . Indigenous: Jurnal Ilmiah Psikologi, 11(1), 66–79. https://doi.org/10.23917/indigenous.v11i1.15032

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Vol. 11 No. 1 (2026): March

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