Vol. 7, Issue 1, Part K (2025)

In today’s world of rapid digitalization and growth, even education field has grown exponentially from traditional classrooms to modern teaching. To keep up with growth and changes it has become absolutely necessary for school teachers to adapt to the growing technologies and needs of the field to offer best and interactive educational sessions to their students. With the growing technological demands, it has become essential for teachers to remain constantly connected with school work after school hours for lesson planning, sharing information with students and parents, virtual grading, operating student portals. Excess of all this sometimes contribute in school teacher’s poor harmony balancing professional and personal life and situations causing burnout. The study's aim is to understand the impact that constant connectivity induced technology-stress has on work life balance and burnout among Generation Z as well as Generation Y school teachers. The study employed 150 school teachers, 75 from generation Z and 75 for Generation Y for this study. Technostress creator scale, Work life balance scale along with Oldenburg Burnout Inventory were chosen for forming a questionnaire. Data was analysed using IBM SPSS version 20 software. Findings indicated that technostress is significant predictor of maintaining work-life balance, which is negatively correlated (-0.470) at 0.01 level whereas for burnout, technostress is a significant predictor and is positively correlated (0.443) at 0.01 level. However, no significant differences were observed in generation Z and generation Y experiences of technostress (0.562), work life balance (0.067) and burnout (0.182).