This study investigates the technostress of 304 Chinese novice teachers of primary and secondary schools to explore how technostress creators impact job satisfaction through their appraisal results and coping strategies. The results reveal that for novice teachers: (a) the relationships between different technostress creators and appraisal results are inconsistent, (b) seeking technical help mediates the influence of challenge appraisal on job satisfaction, (c) venting has no significant mediating effect on the impact of threat appraisal on job satisfaction. Based on these findings, initial teacher educators could adjust their courses by including more students-centred technical training and practices; teacher recruitment may appropriately increase the evaluation of the technical ability and technostress management, school administrators should add stress coping and tailor-made technical content to their existing professional training programme for newly qualified teachers and create adequate opportunities for them to experience technology.