Technostress is an undesired consequence of information and communication technology (ICT) use and might negatively affect teachers. However, there is a lack of empirical research exploring the influences of technostress creators on teachers' ICT use. This study aims to bridge this gap by exploring the structural relationship among five technostress creators (ie, techno-complexity, techno-overload, techno-invasion, techno-insecurity, and techno-uncertainty), teachers' attitudes toward ICT, and their ICT adoption intentions. The research model was developed based on existing literature and tested using structural equation modelling. Data were collected from 289 teachers from six public elementary and secondary schools in China. The results indicate that: (a) teachers' attitude toward ICT has a significant positive effect on their ICT adoption intentions; (b) techno-insecurity and techno-complexity have significant negative effects on teachers' attitude toward ICT and ICT adoption intentions, respectively; (c) techno-invasion and techno-overload have significant positive effects on teachers' attitude toward ICT and their ICT adoption intentions, respectively; (d) techno-uncertainty has a significant positive effect on both teachers' attitude toward ICT and their ICT adoption intentions; (e) compared to younger teachers, the attitude of teachers aged 45 and above toward ICT are more negatively affected by techno-insecurity. Implications for the management of technostress creators are discussed.