Abstract
Abstract: This study analyzes how the adoption of new technologies affects occupational well-being among county-level teachers and whether strengthened work-life balance programs can buffer adverse effects. Survey and semi-structured interview data were collected from 200 teachers using a mixed-methods design. Quantitative results showed that heavier technology use was significantly associated with greater stress and lower job satisfaction. Interview evidence explained this pattern through increased workloads, inadequate training, and insufficient technical assistance. Teachers who participated in enhanced work-life balance programs, however, reported better well-being and more effective coping. The findings suggest that technology transition can undermine teacher welfare when organizational support is weak, while targeted balance programs can reduce this burden. Recommended actions include systematic training, accessible technical support, and supportive transition policies, with future work examining long-term outcomes and comparing intervention models.
References
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