An Examination of the Relation between In-Service Preschool Teachers and Preschool Teacher Candidates’ Levels of Nomophobia and FoMO

Abstract

The purpose of this study was to assess in-service preschool teachers’ and preschool teacher candidates’ levels of Nomophobia (NO MObile PHone phOBIA) and FoMO (Fear of Missing Out). This study is a quantitative one in its nature, and rests on the correlational survey design from descriptive research models. We recruited a total of 310 participants in the study group. We collected data through the Nomophobia Questionnaire and the FOMO Scale. We found that both the in-service preschool teachers and the preschool teacher candidates had severe levels of nomophobia and moderate levels of FoMO. The in-service preschool teachers’ nomophobia scores did not differ significantly by age groups, but there was a statistically significant difference in their FoMO scores among age groups. Moreover, there were statistically significant differences between the in-service preschool teachers and the preschool teacher candidates’ nomophobia and FoMO scores. Accordingly, the preschool teacher candidates had higher mean scores in their nomophobia and FoMO levels when compared with the in-service ones. Based on these findings, new inquiries about/into teachers’ nomophobia and FoMO levels should be done to be able to make comparisons. Further, it could give fruitful results to recruit teachers from different branches. Another suggestion is to test teachers’ nomophobia and FoMO levels in terms of demographics, particularly respecting gender and marital status as well as culture so that the justifications could be made about the results.