The Influence of Technological Pedagogical and Content Knowledge, Computer Self-Efficacy and School Culture on Teachers' Technostress Moderated by Organizational Support in the Era of Educational Digitalization

Digital transformation encourages teachers to integrate technology intensively in learning. However, this change also gives rise to technostress, which is psychological pressure due to the inability to adapt to new technology. This study aims to analyze the Influence of Technological Pedagogical and Content Knowledge, Computer Self-Efficacy and School Culture on Teacher Technostress Moderated by Organizational Support in the Era of Educational Digitalization. This study uses a quantitative method with a causal approach involving 256 respondents consisting of ASN teachers at Public High Schools in Kendari City who have implemented digital learning intensively, selected through Proportional Random Sampling techniques. Data were analyzed using Structural Equation Modeling (SEM) to test the direct effect and moderating effect of organizational support. The results showed that TPACK had a negative and significant effect on teacher technostress with a path coefficient value of -0.252 (p