Mediating Effect of Techno-Stress Level and Regulatory Effect of Psychological Resilience in the Relationship Between Digital Literacy Levels and Job Satisfaction of Teachers Giving Online Courses During COVID-19 Pandemic Period

In social sciences, it is accepted that the concept of psychological resilience reduces stress and is characterized as a personality skill and supports the ability of individuals to cope with different events and situations. On the other hand, developments in the field of science and technology directly affect the working lives of individuals. These developments also increased the responsibilities of teachers, on the one hand, adapting to technological developments, and on the other hand, the responsibility of guiding the students in this regard. This research was carried out to determine the mediating effect of technostress level and the moderator effect of psychological resilience in the effect of digital literacy levels of teachers who teach online during the Covid 19 epidemic period on job satisfaction. The research, which was designed within the framework of the causal screening model, was carried out on 403 teachers. According to the findings obtained within the scope of the research, it was determined that techno-uncertainty and techno-complexity, which are technostress factors, play a mediating role in the relationship between digital literacy and job satisfaction. However, according to the results obtained, it was determined that psychological resilience plays a moderator role in the digital literacy-technostress relationship. On the other hand, within the scope of the research, the moderator effect of technostress and psychological resilience in the relationship between digital literacy and job satisfaction was tested and the research hypotheses were supported.