The purpose of this quantitative correlational study was to examine if and to what extent technostress creators predict individually or in combination job satisfaction among teachers in K-12 education. The theoretical basis for this study was provided by Brod's theory of technostress and Herzberg's theory of job satisfaction. From those, a conceptual model was formed with technostress creators and inhibitors. The technostress creators are techno-overload, techno-invasion, complexity, insecurity, and uncertainty, and the one technostress inhibitor analyzed in this study was job satisfaction. Data were collected on SurveyMonkey from a convenience sample of 238 teachers recruited via Facebook. Of the 238 participants, 196 had complete data. The research question asked to what extent five technostress creators predict job satisfaction. The results of the stepwise regression analysis showed that that the predictive model was statistically significant, F(1, 192) = 59.149, p < 0.001, adjusted R[superscript 2] = 0.472, and the statistically significant predictors were techno-uncertainty ([beta] = -0.319, p < 0.001), techno-invasion ([beta] = -0.244, p = 0.003), and techno-overload ([beta] = -0.226, p = 0.007). All three techno-stressors were found to decrease job satisfaction. These results are relevant to K-12 education administrators at school, district, and state levels and can be used to develop more effective strategies for technology deployment and teacher training aimed at reducing job stress and increasing job satisfaction in K-12 education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]