The impact of early childhood teachers' colleague cooperation and digital literacy on technostress

The purpose of this study was to examine the impact of colleague collaboration and digital literacy on early childhood teachers' technostress. The study population was 229 public and private preschool teachers with more than one year of service, and data were collected and analyzed using a questionnaire on colleague collaboration, digital literacy, and technostress. The results of the study showed that first, early childhood teachers' colleague collaboration and digital literacy were inversely related to early childhood teachers' technostress. This means that higher levels of early childhood teachers' colleague collaboration and digital literacy are associated with lower levels of technostress. Second, early childhood teachers' colleague collaboration and digital literacy had significant explanatory power and negative effects on technostress, meaning that higher levels of early childhood teachers' colleague collaboration and digital literacy were associated with lower levels of technostress. These findings are significant as a basic study to explore ways to reduce technostress among early childhood teachers and suggest the need for continuous and effective management of technostress among early childhood teachers.