The confinement experienced due to the COVID-19 pandemic has prompted a rethink of
the teaching–learning process to which teachers have responded without planning and instead used
their resources. This study aimed to analyze the relationships between work–family interactions,
technostress, and perceived organizational support in teachers during the confinement period in
Spain that began in March 2020. An online survey was administered to 640 pre-school, primary, and
secondary school teachers. Positive reciprocal work–family interactions and their relationship with
organizational support were found, with differences according to gender, with women showing a
more negative perception of the impact on the family. There were no marked levels of technostress in
the overall sample, although higher levels of perceived ineffectiveness and skepticism were found in
teachers aged 46 years or older. Teachers in private and subsidized schools showed a higher level of
perceived support than those in public schools. There is a need to continue this work to verify the
values of these dimensions in other contexts and to apply institutional measures and public policies
to improve these indicators in this group.