The impact of technostress on female teachers' perceived career progression: the mediating role of work-family conflict.

INTRODUCTION: This 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. METHODS: Data 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. RESULTS: The 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. DISCUSSION: These 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.