The impact of technostress and role overload on innovative work behavior among higher vocational teachers: The mediating role of emotional exhaustion and intrinsic motivation

Zhidi Zhang, Lina Li and Jirawan Deeprasert

African Educational Research Journal
Published: January 23 2026
Volume 14, Issue 1
Pages 39-54
DOI: https://doi.org/10.5281/zenodo.18348200

Abstract

Considering the fast development of digital technologies and the changing requirements of the labor market, innovative work behavior (IWB) among higher vocational college teachers is crucial for the sustainability and adaptability of vocational education. This study draws from the Job Demands–Resources (JD–R) model and Conservation of Resources (COR) theory to explore how job demands shape innovative work behaviors among teachers in China’s higher vocational colleges. Using a convenience sampling approach, data were collected from 581 full-time teachers through an online survey distributed via Wenjuanxing. Structural equation modeling with bootstrapping was applied to investigate both direct and indirect effects. The results indicated that technostress and role overload operate primarily as hindrance stressors, exerting direct negative effects on innovative work behavior while also indirectly inhibiting IWB by increasing emotional exhaustion and reducing intrinsic motivation. Theoretically, this study contributes to the literature of JD–R and COR frameworks by clarifying the resource-depletion and motivational-loss mechanisms through which digitally driven and role-related job demands constrain teachers' innovation. Practically, the findings suggest that alleviating excessive technological pressures and role demands is essential for reducing emotional exhaustion, enhancing intrinsic motivation, and ultimately fostering innovative work behavior among higher vocational college teachers.

Keywords: Emotional exhaustion, higher vocational teachers, innovative work behavior, intrinsic motivation, role overload, technostress.

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