TAF PUBLISHING

The study analyzed the fact that e-learning anxiety and technostress have a significant impact on e-learning satisfaction and teacher performance. Teachers' self-efficacy moderates e-learning anxiety, technostress e-l, earning satisfaction, and teacher performance. The data was gathered using the longitudinal time horizon, where the same respondents approached each other three times in different time frames. In the first phase of data collection, questions relevant to the independent variables were given to the respondents, which was considered. The second data collection phase was regarded as time 2, and only related to the moderator data was collected in this phase. The data concerning the outcome variables was collected in the third and last phase, time 3. Data were collected from 437 teachers teaching in higher secondary schools in Casablanca Morrocco. Using Smart-PLS software and data processing tools, this study's approach is quantitative. Higher education instructors chosen by convenient sampling were given questionnaires, which were used to collect data. The data analysis process employed a search strategy based on the SEM-path analysis model. The route analysis technique was used to analyze the data. The proposed study framework was investigated using structural equation modeling (SEM) in SmartPLS 3.0. All hypotheses were accepted except one, which shows that teachers' self-efficacy has no significant impact on e-learning anxiety and e-learning satisfaction. The study includes recommendations for researchers as well. Modifying this framework for application in other scholarly research is also possible. Ease of use not only increases performance but also creates happiness. Therefore, to encourage student patronage, we advise schools to create regular training programs for both teachers and students and to implement user-friendly online platforms.