This study aims to investigate the structural relationships between secondary school teachers' TPACK, perception of school support for technology use, technostress, and intention to use technology in Korea, where a SMART education initiative has been announced recently for K-12 education. The study employed structural equation modeling in order to examine the causal relationships among the variables, and data from 312 secondary school teachers were analyzed. The results indicated that TPACK and school support had significant effects on technostress. In addition, technostress significantly influenced teachers' intentions to use technology. Lastly, technostress significantly mediated TPACK, school support and the intention to use technology. TPACK and school support influenced secondary school teachers' technostress.Technostress influenced teachers' intentions to use technology.Technostress mediated TPACK, school support and the intention to use technology.TPACK did not show a significant effect on intention to use technology.Teachers' use of technology may not depend entirely on their knowledge of content and technology.
['Young Ju Joo', 'Kyu Yon Lim', 'Nam Hee Kim']
The effects of secondary teachers' technostress on the intention to use technology in South Korea