COVID-19 is an international outbreak of COVID-19 that has led to an unforeseen shift in digital modes of studying, and this has impacted the role and working environment of teachers tremendously. The primary goal of this study is to investigate how teachers' mental health in Odisha has changed since COVID-19 and how digital teaching issues, technostress, and this state's overall mental health have been impacted. This quantitative study relies on data collected from 384 instructors from both public and private schools using an online survey with predetermined questions. Utilising structural equation modelling techniques, we investigate the postulated correlations and discover that digital teaching difficulties have a positive effect on teachers' technostress. Technostress among educators is significantly associated with psychological distress, according to this study's findings, but with a different sign from what has been stated in the hypothesis. Technostress explains both variables: digital teaching problems and mental wellness. Technostress has been identified as a significant mediator between digital teaching requirements and mental wellness for teachers. Findings obtained in this research establish the importance of supportive systems, digital learning sessions, time management, and mental wellness for professionals to achieve a lasting emphasis on digital learning in the post-COVID scenario in developing countries such as Odisha.
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