The teaching profession, traditionally viewed as vocational, provides a strong sense of meaning and personal dedication. However, the increasing technification of education and evolving labor demands can negatively affect this commitment, leading to emotional exhaustion. This study, grounded in the Job Demands-Resources (JD-R) model, examines the moderating role of positive meaningful work (PM) in reducing emotional exhaustion (EE) among secondary school teachers. The rise of technology in education requires teachers to adapt to new tools and remain updated, potentially causing stress and uncertainty. This study addresses the gap in research on the interaction between technostress, meaningful work, and emotional exhaustion within the teaching profession. The research explores the relationship between PM and EE, along with mediating variables like technocomplexity (TC) and work-family conflict (WFC).

The literature review defines positive meaningful work (PM) as the subjective experience of work contributing to a greater good. It discusses the growing interest in meaningful work due to dissatisfaction with organizational imperatives and a desire for work alignment with personal purpose. The JD-R model is introduced as a framework for understanding the factors that lead to emotional exhaustion (EE), highlighting the role of both job demands (such as technology and work-family conflict) and resources (such as PM). The review explores the existing literature on the relationship between PM and EE, technocomplexity (TC) as a source of stress, work-family conflict (WFC) and its impact on EE, and the potential moderating role of experience on the relationship between PM and both TC and WFC.

This cross-sectional quantitative study employed a survey design with a sample of 213 secondary education teachers from public institutions in southern Spain. The minimum sample size was calculated using Tabachnick and Fidell's formula. Data was collected between September 2022 and May 2023. The sample predominantly comprised female teachers (63.6%) with an average age of 38.69 and average experience of 14.64 years. The study used validated questionnaires to measure PM (Work and Meaning Inventory), EE (Maslach Burnout Inventory), TC (Technostress Creators Scale), and WFC (Netemeyer et al. scale). All items were measured using a 5-point Likert scale. Data analysis was performed using SPSS for descriptive statistics and Smart PLS 4 for Partial Least Squares Structural Equation Modeling (PLS-SEM). Common Method Bias (CMB) was assessed using Variance Inflation Factors (VIF). The reliability and validity of the instruments were checked using Cronbach's alpha, composite reliability, average variance extracted (AVE), and the Heterotrait-Monotrait Ratio (HTMT). PLS-SEM was used to test the hypothesized relationships, including direct and indirect effects, and moderation by teacher experience. The predictive power of the model was evaluated using PLS Predict with tenfold cross-validation.

All hypotheses were confirmed except for the moderating effect of experience on the relationship between PM and TC. Positive meaningful work (PM) had a significant negative impact on emotional exhaustion (EE) (β = -0.282, p < 0.001). PM also negatively influenced technocomplexity (TC) (β = -0.289, p = 0.013) and work-family conflict (WFC) (β = -0.132, p = 0.018). Technocomplexity (TC) positively influenced both WFC (β = 0.435, p < 0.001) and EE (β = 0.217, p < 0.001). WFC had a strong positive impact on EE (β = 0.526, p < 0.001). The indirect effects of PM on EE through TC (-0.036, p = 0.035) and WFC (-0.069, p = 0.018) were significant. Teacher experience significantly moderated the relationship between PM and WFC (β = 0.248, p < 0.001), indicating that a stronger relationship exists for more experienced teachers. The model showed good fit (SRMR = 0.078) and predictive validity (Q2 > 0). Effect sizes were small for PM's influence on TC and EE, medium for TC's influence on WFC, and high for WFC's influence on EE.

The findings support the hypothesis that positive meaningful work acts as a protective factor against emotional exhaustion among teachers. The mediating roles of technocomplexity and work-family conflict highlight the importance of addressing these factors to improve teacher well-being. The moderating effect of experience on the PM-WFC relationship suggests that experienced teachers might leverage their sense of meaningfulness to better manage work-family demands. The study's findings align with previous research on the positive impact of meaningful work on various outcomes, while also highlighting the specific challenges faced by teachers in the digital age. The results underscore the need to address technocomplexity and work-family conflict to improve teacher well-being.

This study contributes to a better understanding of teacher well-being by highlighting the protective role of positive meaningful work and the mediating roles of technocomplexity and work-family conflict. The findings call for updating theoretical models to incorporate these factors and implementing strategies to mitigate emotional exhaustion. Future research could explore interventions aimed at fostering meaningful work, reducing technostress, and improving work-family reconciliation policies. Cross-cultural comparisons and longitudinal studies are also recommended.

The study's cross-sectional design limits causal inferences, and the sample's geographic limitations restrict generalizability. Survey-based data collection may be subject to response biases. Future research should utilize longitudinal designs, mixed-methods approaches, and broader geographical representation to overcome these limitations. The study also did not utilize all the subdimensions of technostress, limiting the depth of understanding in this area.