Abstract
The purpose of this research was to investigate the relationship between teachers’ fear of missing out (FoMO) levels and their cyberloafing behaviour and to reveal whether teachers’ FoMO and their cyberloafing behaviour differ according to their gender. The sample of the research consisted of 702 secondary school teachers working in state schools within the borders of Istanbul in 2019-2020 education year. According to the research, it was identified that the level of teachers’ FoMO levels and cyberloafing behaviours were moderate. It was detected that teachers’ FoMO levels differed significantly according to gender. With this result, male teachers’ FoMO levels were higher than female teachers’ FoMO levels. Similarly, it was observed that there was a significant difference between teachers’ cyberloafing behaviour and gender. According to this result, it was found that male teachers’ mean score of cyberloafing behaviour was higher than female teachers’ mean score of cyberloafing behaviour in all sub-scales. In addition, a positive significant relationship between teachers’ FoMO and their cyberloafing behaviour was observed.
Highlights
As a consequence of the internet, tools providing one-way communication such as newspapers and television, which defined as traditional media, have been replaced by new media which can be interacted independently of time and place
The purpose of this research was to investigate the relationship between teachers’ fear of missing out (FoMO) levels and their cyberloafing behaviour and to reveal whether teachers’ FoMO and their cyberloafing behaviour differ according to their gender
With the excessive use of internet and social network accounts, people have started to use social media uncontrollably and it has been seen that this kind of use caused some unwanted habits and even addictions (Gezgin et al, 2017)
Summary
As a consequence of the internet, tools providing one-way communication such as newspapers and television, which defined as traditional media, have been replaced by new media which can be interacted independently of time and place. This situation has changed the habits of human life. Teachers may sometimes use the internet for personal purpose other than work-related purposes, and this situation may hinder their educational process For this reason, it is thought that cyberloafing, which is thought to be related to teachers’ FoMO, may performed by teachers in educational organizations. It is thought that teachers who are one of the most important parts of the education, engage in cyberloafing activities in educational institutions and this situation may negatively affect the educational process
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