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Drawing on the Job Demands–Resources (JD–R) model and Conservation of Resources (COR) theory, the study examines how job demands affect teachers’ IWB in China. Convenience-sampled survey data from 581 full-time teachers are analyzed using structural equation modeling with bootstrapping to test direct and mediated effects. 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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–Rand 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.\u003Cbr>Keywords: Emotional exhaustion, higher vocational teachers, innovative work behavior, intrinsic motivation, role overload, technostress. |\n| --- |\n| *Corresponding author. E-mail: [li.lina@rmutr.ac.th](li.lina@rmutr.ac.th). |\n\nINTRODUCTION  \nGlobally, the rapid pace of the industrial revolution and technological transformation is reshaping the labor market, leading to increasingly complex and advanced skill demands (World Economic Forum, 2025) . The widespread application of emerging technologies like Artificial Intelligence (AI), Big Data, Augmented Reality (AR), and Virtual Reality (VR)—is fundamentally transforming traditional work patterns, rendering traditional vocational skills insufficient for the future workforce (Hossain, 2023; Thangavel et al. , 2025) . In this evolving landscape, higher  \nvocational education serves as a vital bridge between education and employment, necessitating proactive innovation to ensure students acquire the technical competencies required by modern industries (Zhao and Han, 2024) .  \nTeachers are the cornerstone of this educational transformation (Wang et al. , 2024) . Their innovative work behavior (IWB)—defined as the proactive initiation and implementation of new ideas, teaching methods, and strategies to enhance educational quality—is essential for  \nAfr Educ Res J 40  \noptimizing instructional processes and driving institutional adaptability (Lambriex-Schmitz et al. , 2020; AlEssa and Durugbo, 2022) . In China, which hosts the world's largest vocational education system, higher vocational colleges supply a substantial proportion of frontline technical talent for modern manufacturing and emerging industries (Kang, 2025) . However, innovation practices among higher vocational teachers remain uneven, and persistent mismatches between graduates' competencies and industry requirements continue to be reported (Zhu, 2023; Müller, 2024) . Therefore, fostering teachers’ IWB in h","cbCaijVJbdKf9IbU","https://ap.wps.com/l/cbCaijVJbdKf9IbU","pdf",550912,16,"English","# Abstract\n# Introduction\n## Technostress and its effects on teachers’ innovative work behavior\n## Role overload as a stress-related inhibitor of IWB","[{\"question\":\"What is the main research question of the study?\",\"answer\":\"How technostress and role overload influence innovative work behavior among higher vocational teachers, and whether emotional exhaustion and intrinsic motivation mediate these effects.\"},{\"question\":\"Which theoretical frameworks guide the analysis?\",\"answer\":\"The study applies the Job Demands–Resources (JD–R) model and Conservation of Resources (COR) theory to explain how job demands affect teachers’ innovation.\"},{\"question\":\"How were the data collected and analyzed?\",\"answer\":\"Data were collected from 581 full-time teachers via an online survey distributed through Wenjuanxing, and structural equation modeling with bootstrapping was used to assess direct and indirect effects.\"}]","African Educational Research Journal - Full Length Research Paper - The impact of technostress and role overload on innovative work behavior among higher vocational teachers | PDF",1792071745]