Abstract
The incorporation of Information and Communications Technology (ICT) in educational environments has generated diverse effects. The literature has established that the use of ICT can generate techno-distress in both teachers and students. However, the techno-distress and burnout caused in parents who help their children to use technological platforms have not been analyzed in depth. To contribute to closing this theoretical gap, we conducted a study with 131 parents who helped their children to use technological platforms, considering two antecedents of techno-distress and its effect on parental burnout. Our results demonstrate that both the home facilitating conditions and the system quality influence parental techno-distress. Additionally, it was possible to demonstrate that techno-distress has a significant effect on parental burnout. The use of technology in educational environments is increasing at all educational levels. Therefore, the present study provides relevant information that schools can use to reduce the impact of the negative effects generated by technology.