This study investigates the creators, effects, and inhibitors of technostress among STEM teachers, addressing a critical yet underexplored issue in the digitalization of education. Grounded in the technostress model and the job demands–resources (JD-R) model, the study examines the relationships among technostress creators, burnout, organizational effects (job satisfaction, organizational commitment, and work performance), and technostress inhibitors. A cross-sectional survey was conducted with 378 STEM teachers from Zhejiang Province, China. Structural equation modeling (SEM) was employed to test the hypothesized paths. The results revealed that technostress creators significantly increased teacher burnout and negatively affected organizational commitment and work performance. Burnout mediated the impact of technostress creators on job satisfaction and organizational commitment. Technostress inhibitors were found to alleviate burnout, mitigate technostress creators, and enhance STEM teachers’ commitment. These findings validate the applicability of the technostress model in the context of K–12 STEM education in China and highlight the importance of organizational mechanisms for supporting teacher well-being and performance. The study contributes to both theory and practice by proposing an integrative model of technostress and offering actionable recommendations for school leadership to effectively manage technostress.