Occupational burnout and cyberloafing among teachers: Analysis of personality traits, individual and occupational status variables as predictors

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dc.contributor.authorDurak, Hatice Yildiz
dc.contributor.authorSaritepeci, Mustafa
dc.date.accessioned2024-02-23T14:16:17Z
dc.date.available2024-02-23T14:16:17Z
dc.date.issued2019
dc.departmentNEÜen_US
dc.description.abstractOne of the phenomena that causes remarkable losses in terms of productivity and cost in organizations is occupational burnout. Burnout is encountered in different occupational groups. However, in professions that are in contact with a large number of people as part of their responsibilities, such as teaching, burnout is a problem that is far more on the foreground. In addition, emotional burnout, which is seen as the first step before occupational burnout, can cause workers to feel insufficient at the point of carrying out tasks related to their duties, leading to behaviour that is out of their fields such as cyberloafing. Addressing this situation in terms of teaching profession, the feeling of inadequacy in educational activities during the course may prevent the teacher from fulfilling any responsibilities while using a device that has internet access. In this context, the aim of this study is to investigate the factors that predict the cyberloafing and burnout levels of teachers working in different fields. This research is a relational research. This research was carried out with the participations of 194 teachers from different branches working in various provinces in Turkey. In this study, a personal information form and three different data collection tools were used. Analysis of the collected data was performed by hierarchical linear multiple regression analysis. The 9 models, created separately with cyberloafing and burnout, were found to be significant in the study. Demographic variables, ICT usage status variables, occupational variables and personality traits were used in these models. Therefore, all the hypotheses included in the research were accepted. As a result of the research, demographic variables were found to be the most important model to predict teachers' occupational burnout. The most important model explaining teachers' cyberloafing situations is their ICT usage. (C) 2018 Western Social Science Association. Published by Elsevier Inc. All rights reserved.en_US
dc.identifier.doi10.1016/j.soscij.2018.10.011
dc.identifier.endpage87en_US
dc.identifier.issn0362-3319
dc.identifier.issn1873-5355
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85057214051en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage69en_US
dc.identifier.urihttps://doi.org/10.1016/j.soscij.2018.10.011
dc.identifier.urihttps://hdl.handle.net/20.500.12452/12610
dc.identifier.volume56en_US
dc.identifier.wosWOS:000461941700009en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofSocial Science Journalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectBurnouten_US
dc.subjectCyberloafingen_US
dc.subjectPersonality Traitsen_US
dc.subjectDemographical Variablesen_US
dc.subjectOccupational Variablesen_US
dc.subjectTeachersen_US
dc.titleOccupational burnout and cyberloafing among teachers: Analysis of personality traits, individual and occupational status variables as predictorsen_US
dc.typeArticleen_US

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