In this study, the technostress and teaching motivation levels of high school teachers were examined according to the variables of gender, age, professional experience, education level, branch, computer usage skill and smart board usage skill. Descriptive and relational survey models of the quantitative research method were used in the study. The data was obtained by reaching 217 teachers using the accessible sampling method. Personal information form, technostress scale and teaching motivation scale were used as data collection tools. Independent samples t-test, one-way ANOVA and Pearson correlation tests were performed on normally distributed data. According to the main results obtained from the study, teachers' general technostress levels are at a medium level and their intrinsic motivation is higher than their extrinsic motivation. It has been observed that as teachers' professional experience and age increase, their technostress levels increase and their teaching motivation decreases.