基于中南地区高校教师的调查数据，探讨技术压力对高校教师教学绩效的影响机制，并检验技术自我效能感的中介作用与组织支持的调节作用。结果表明：技术压力对高校教师教学绩效具有显著的负向影响；技术自我效能感在技术压力与教学绩效之间发挥部分中介作用，技术压力通过削弱教师的技术信心间接抑制教学绩效；组织支持在技术压力与教学绩效之间具有显著正向调节作用，能够有效缓冲技术压力对教学绩效的负面影响。通过优化技术应用治理、提升教师技术感知、强化教育组织支持，全面推动教师在数字化转型中的教学绩效提升。

Based on the survey data collected from university teachers in central-southern China, this study explores the impact of technostress on teaching performance and examines the mediating role of technology self-efficacy and the moderating role of organizational support. The results reveal that technostress has a significant negative effect on teaching performance. Technology self-efficacy partially mediates the relationship between technostress and teaching performance, as technostress indirectly suppresses teaching performance by undermining teachers’ confidence in using technology. Organizational support plays a significant positive moderating role, effectively buffering the negative impact of technostress on teaching performance. Accordingly, it is suggested that improving technology governance, enhancing teachers’ technological perception, and strengthening organizational support are essential to comprehensively promote teaching performance in the process of digital transformation.

G640

湖南省教育科学规划课题阶段性研究成果“高校教师数字化教学素养测评模型的构建及应用研究”（XJK25CGD081）