Title:
Technostress and Teacher Performance: The Moderating Role of Work Tenure in Islamic Elementary Schools

Authors:
Akbar Fadel Dwiki Musthofa, Anastasia Riani Suprapti, Indonesia

Abstract:

This study investigates the impact of technostress on teacher performance by considering work tenure as a moderating variable. The research is grounded in the Job Demands–Resources (JD-R) model, which explains how work demands such as technology-related stress influence employee performance, moderated by individual resources like work tenure. Using a quantitative approach, data were collected through questionnaires from 120 teachers at Islamic Elementary Schools (Madrasah Ibtidaiyah Muhammadiyah) in North Klaten, Indonesia. The analysis was conducted using Moderated Regression Analysis (MRA) to test the direct and moderating effects. The findings reveal that technostress negatively and significantly affects teacher performance, indicating that excessive technological demands can reduce work effectiveness. Moreover, work tenure moderates this relationship; teachers with longer tenure experience less negative impact from technostress compared to those with shorter tenure. These results contribute to understanding how digital transformation in education affects human performance, especially in Islamic-based institutions. The study provides implications for school management to develop stress management programs and adaptive digital training to enhance teacher well-being and performance.

DOI: https://doi.org/10.51505/IJEBMR.2026.1110