Integrating digital initiatives in schools: Mediating role of technostress and the moderating impact of teachers' professional identity on digital competence in primary and secondary education

Abstract This study investigates the relationship between school digital initiatives and teachers' digital competence, a link that has yielded mixed results in existing research. Data from anonymous questionnaires completed by 3052 primary and secondary teachers in China revealed that technostress mediates the relationship between school digital initiatives and the development of teachers' digital competence. Further, teachers' professional identity moderates this effect, with stronger identity correlating with lower technostress and greater digital competence. These findings suggest that initiatives aimed at enhancing teachers' digital competence should prioritize the mitigation of technostress, while also supporting professional identity development in areas such as assessment and professional engagement.