<![CDATA[This study examines the relationships among perceived safety, social influence, technology anxiety, user satisfaction, and behavioral intention in blended learning implementation, investigating whether technology anxiety can be interpreted as productive vigilance rather than merely a barrier to technology adoption. Based on the Transactional Theory of Stress and Coping, this research explores how institutional safeguards and social expectations influence technology anxiety among teachers in high-stakes educational settings. A quantitative cross-sectional approach was applied using purposive sampling involving 205 high school teachers in North Sumatra, Indonesia. Data were analyzed using PLS-SEM to assess the structural model and mediation effects. The results indicate that Perceived Safety (β=0.526, t=8.17, p<0.001) and Social Influence (β=0.232, t=3.60, p<0.001) positively influence Technology Anxiety, explaining 48.0% of its variance. Technology Anxiety positively affects User Satisfaction (β=0.774, t=17.40, p<0.001), which subsequently influences Behavioral Intention (β=0.503, t=4.92, p<0.001). The direct effect of Technology Anxiety on Behavioral Intention is insignificant (β=-0.167, t=1.63, p=0.104), while the indirect effect through User Satisfaction is significant (βindirect=0.389, p<0.001). These findings highlight that technology anxiety may represent heightened attentiveness associated with satisfaction rather than resistance, requiring further validation through longitudinal and experimental studies.]]>
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