The rapid development and easy accessibility of internet and personal computers have increased their use in educational environments as well as in every field. In schools, responsibilities of teachers in using technology have increased within the scope of educational processes and management processes and administrative level, and indirectly it has been determinative in their behavior towards the institution. In this respect, teachers’ technostress levels which are the pressure they incur in the use of technology, and psychological capital levels which are the positive organizational behaviors, have been investigated in the present study. Two different scales were used in the research conducted with the participation of 228 teachers at different school levels in the academic year of 2016-2017. At the end of the study, it was found that teachers had a high level of psychological capital and a medium level of technostress, and there was a moderate and inverse relationship between their psychological capital and technostress levels. In addition, as a result of the structural equation modeling, it was found that the teachers' technostress levels were important indicator of their psychological capital levels. In this respect, it can be stated that measures to reduce the technostress level will increase the psychological capital level.