The Covid-19 outbreak forced a rapid shift toward digital modes of instruction, pushing online teaching into the mainstream of school and college education. As internet access and personal computing devices became more widespread, digital tools have increasingly become part of everyday academic life. In this technology-driven era, professionals across workplaces are being exposed to a growing strain known as technostress — a condition that arises when individuals struggle to adjust to, or comfortably manage, the technologies they are required to use. How severely a person is affected by this strain can vary based on factors like age, gender, and prior familiarity with computers. For teachers in particular, the growing reliance on Information and Communication Technology (ICT) has introduced a new source of pressure, leaving many feeling drained or low as they continue delivering lessons through digital platforms. This form of stress represents a psychological burden rather than a physical one, and it tends to build up when a person is unable to keep pace with continuously evolving technology. With this background, the present study set out to identify what drives technostress among teaching staff and to propose practical steps that could help ease this burden.