Quality of work life, job satisfaction, technostress and psychological well-being in blended learning: a moderated mediation model
Gaurav Deep RaiPurpose
Built upon the foundations of spillover and conservation of resources (COR) theories, this study aims to examine how technostress moderates the strength of the association of educators’ quality of work life (QWL) with psychological well-being (PWB), mediated through job satisfaction in blended teaching.
Design/methodology/approach
A quantitative, cross-sectional approach is used, involving 388 academicians from Indian Higher Educational Institutions who are actively involved in blended/hybrid teaching techniques. The study uses partial least squares structural equation modeling and incorporates conditional process modeling to validate the hypothesized conceptual model.
Findings
The findings of the study affirm that the impact of QWL on academicians’ PWB is fully mediated by job satisfaction. Technostress acts as a negative moderator in the positive relationship between QWL and job satisfaction, indicating that as technostress increases, the strength of the positive effect diminishes. Technostress effectively counteracts the positive influence of QWL on PWB. Moreover, technostress exerts a negative moderating effect on the strength of the mediated relationship at different levels.
Practical implications
This study offers valuable guidance for enhancing faculty PWB through strategically designed training and development initiatives. The findings highlight critical job demands and resources associated with EdTech adoption in Indian higher education institutions. To address these challenges, institutions should implement targeted training programs that integrate digital pedagogy, workload management and psychological resource-building. These initiatives are essential for advancing the goals of India’s National Education Policy 2020 and fostering supportive, resilient and innovative academic environments.
Originality/value
This study presents a novel, multidisciplinary framework that systematically integrates technostress with QWL, job satisfaction and PWB. By empirically examining the degree and direction of spillover effects across work and nonwork domains, the research highlights how technostress, arising from threats to personal resources undermines employee well-being. Anchored in both spillover and COR theories, the findings reveal that excessive job demands, when surpassing the individual’s available coping resources, lead to elevated levels of technostress and eventual burnout, thereby negating PWB. This theoretical synthesis not only advances conceptual understanding but also offers practical implications for organizational policy, emphasizing the need for resource-enhancing interventions to mitigate technostress and promote holistic faculty well-being.