This study explores the impact of techno-stress factors on the continuance intention of K-12 teachers in China to use online instructional technologies. Specifically, it examines the influence of techno-overload, techno-invasion, and techno-complexity on teachers' willingness to persist with technology integration in their classrooms. Utilizing a quantitative research design, data were collected through a structured questionnaire distributed to a sample of K-12 teachers across various regions in China. The results indicate that all three techno-stress factors significantly decrease teachers' continuance intention, with techno-overload being the most pronounced. These findings underscore the need for educational institutions to develop strategies that mitigate the negative effects of techno-stress, such as providing comprehensive professional development and establishing clear boundaries for technology use. The study contributes to the ongoing discourse on educational technology by highlighting the importance of addressing the cognitive and emotional challenges faced by teachers in technology-enhanced learning environments.