Colleges and universities worldwide have adopted online teaching for short or long periods in response to the COVID-19 outbreak. This study examines the "appraisal results" of specific "techno-stressors" related to online instruction and how these "appraisal results" impact teachers' "continuance intention" towards online instruction. The investigation is important because it enables university administrators to manage different "techno-stressors" distinctively and adopt appropriate coping strategies to support online teaching. A research model is developed based on the "transactional theory of stress (TTS)" and tested empirically with a sample of 201 university teachers in China. The results reveal that: (1) "work overload" is positively associated with university teachers' "challenge appraisal" but negatively associated with their "threat appraisal;" (2) "invasion of privacy" is not significantly associated with challenge or "threat appraisal;" (3) "work-home conflict" is positively associated with "threat appraisal" but negatively associated with "challenge appraisal;" and (4) "challenge appraisal" is positively associated with "continuance intention", while "threat appraisal" is negatively associated with "continuance intention." Implications for online learning during pandemics are discussed.