How GenAI impacts technostress among secondary school English teachers

Abstract

Technostress among educators, exacerbated by the rapid integration of GenAI tools like ChatGPT, poses significant challenges. This qualitative study explores the perceptions and experiences of 14 secondary English teachers in Hong Kong regarding technostress induced by GenAI. Using reflective journals and semi-structured interviews, we identified themes of inadequate training, unrealistic expectations, and emotional impacts like anxiety and burnout. Our findings underscore the need for comprehensive training programs, transparent policies, and targeted support to mitigate technostress and facilitate effective GenAI integration.