The relationship between digital literacy, self efficacy and technostress

The main purpose of this study is to reveal the effect of digital literacy on technostress and to examine whether self-efficacy plays a mediating role between digital literacy and technostress. The population of the study consists of 5,016 teachers who are on active duty in different schools in the Rize province for the 2024-2025 academic year. From this population, 265 teachers who voluntarily participated in the study constituted the sample size. The data was obtained with the survey method. To evaluate the data suitability of the digital literacy, self-efficacy, and technostress scales, KMO and Bartlett tests were first applied, followed by confirmatory factor analyses using the MPlus 7 program. Then, t-test, correlation, and regression analyses were performed with the SPSS 26 program to evaluate the validity of the hypotheses developed. The findings show that age and seniority have a significant positive relationship with digital literacy, and self-efficacy is higher in female teachers than male teachers. In addition, digital literacy was found to have a significant negative effect on technostress and a significant positive effect on self-efficacy. Self-efficacy was also found to have a significant negative effect on technostress. It was also concluded that self-efficacy partially mediated the relationship between digital literacy and technostress.