The integrated technologies’ role has increased at educational institutes, and multiple information resources have increased the phenomenon of information overload and role stress among teachers. This study investigated the relationship between information overload, role stress, and teachers’ job performance. Additionally, explored the moderating effect of teachers’ self-efficacy. This study employed a quantitative research design and used a survey approach. Data was collected from 284 teachers working in the public –sector primary, middle and secondary schools. IBM SPSS and SmartPLS 3.0 were used to analyze the data. Findings indicated that information overload has a negative direct effect on teachers’ job performance. Further, information overload has a positive and significant impact on role stress that decreases job performance. Moreover, the mediator ‘role ambiguity’ has significantly mediated the effect of information overload on the job performance. However, the impact of information overload was not passing through the mediator role conflict. Self-efficacy has a moderating effect on the relationship between information overload, role stress, and job performance. Additionally, this study has also discussed theoretical and practical implications.

中文翻译：

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评估信息超载、角色压力与教师工作绩效之间的关系：探索自我效能感的调节作用

综合技术在教育机构中的作用不断增强，多种信息资源加剧了教师信息过载和角色压力的现象。本研究调查了信息超载、角色压力和教师工作绩效之间的关系。此外，还探讨了教师自我效能感的调节作用。本研究采用定量研究设计并采用调查方法。数据收集自 284 名在公立小学、初中和中学工作的教师。使用IBM SPSS和SmartPLS 3.0来分析数据。研究结果表明，信息过载对教师的工作绩效有直接的负面影响。此外，信息过载会对角色压力产生积极而重大的影响，从而降低工作绩效。此外，中介“角色模糊”显着调节了信息过载对工作绩效的影响。然而，信息超载的影响并没有通过调解者角色冲突传递。自我效能感对信息超载、角色压力和工作绩效之间的关系具有调节作用。此外，本研究还讨论了理论和实践意义。