Abstract
It is not a new impression that technological stress in schools is continually rising to unheard-of levels. Yet, technological stress and its impact on critical instructional characteristics need a review in fresh scenarios like the global COVID-19 issue. This paper focuses on the influence of technological stress to teachers commitment in the context of the challenges face by the teachers inside the classroom. Teachers from Bulacan were selected as a sample in accordance with a descriptive-correlational research methodology. Descriptive and inferential statistics were used to process the data gathered utilizing the instruments that were used. The results showed that the teachers experience moderate level of technostress and a great extent of career commitment.Finally, it was discovered that technostress has no significant influence to teachers commitment. At the conclusion of the study, the practical consequences of these findings on the professional growth of the teachers in this setting are discussed.
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