This study examines the psychosocial aspects of technostress among male and female English teachers in advanced learning environments in Iran. The study emphasizes the impact of the increasing utilization of digital tools—such as computers, smart boards, and tablets—on the pedagogical environment in which these educators function. This study employs a mixed-methods approach, integrating correlational research with qualitative analysis to investigate the relationships between technostress and factors including job performance, job satisfaction, and career commitment. A sample of 120 EFL teachers, equally distributed by gender and aged 25-40, was selected from private educational institutions in Urmia, West Azerbaijan province. Participants were chosen via convenience sampling to ensure a representation of both novice and seasoned educators who are actively incorporating technology into their pedagogical practices. The findings indicated that teachers encountered a moderate degree of technostress while exhibiting elevated levels of work performance, job satisfaction, and career commitment. A substantial negative correlation was found between technostress and work performance; however, no such correlation existed with job satisfaction or career commitment. Qualitative data indicated that techno-overload, techno-invasion, and a perceived disconnection from students were significant stressors. The results show that EFL teachers have moderate levels of technostress, with higher levels in certain demographic groups and a clear negative effect on their work performance. These results show that we need more targeted interventions and better support systems to reduce technostress and keep the quality of education high in classrooms that use technology.