The purpose of this research was to realize a metric study of scientific production between1992 and 2022 on one of the topics that has acquired great importance in the educational field, due to the pandemic caused by COVID-19: teacher technostress. For such purpose, 139 scientific documents indexed in the Web of Science database were examined. The content was analyzed using an Excel spreadsheet and the VOSviewer software. To guarantee the quality of the methodological procedure, the PRISMA protocol was followed. First, a bibliometric analysis of the extracted publications was conducted, taking several indicators of production and dispersion as references. Second, a network analysis was performed to understand the collaboration structure between countries and the conceptual structure of the topic under study. The results highlight that existing scientific information on teacher technostress is scarce, that it is widely dispersed in terms of research areas, and that there are no major producers on the subject. Nonetheless, COVID-19 has been a decisive turning point that has generated the highest percentage of scientific production recorded to date and has contributed to bringing greater visibility to technostress, not only as a psychosocial occupational risk but also as a phenomenon affecting the teaching profession as one of the most vulnerable work collectives in an online context.