Nomophobia Situations of Class Teachers

Abstract

This study, which investigated the nomophobia levels of teachers, was carried out with the participation of classroom teachers working in public primary schools in the metropolitan districts of Denizli province in the 2022-2023 academic year. The research is in quantitative and screening models. Data were collected by reaching 260 teachers with simple element sampling. While it was seen that the teachers' nomophobia levels were in the dimension of not being able to communicate at the highest level, this was followed by the dimensions of not being able to access information and relinquishing comfort. The lowest level of nomophobia is mild and loss of online connection. The level of nomophobia of the teachers in general was measured at a moderate level.

Nomophobia levels of classroom teachers did not differ according to their demographic characteristics, self-assessment of addiction and the number of people living in the household. However, it differed significantly according to gender, age, socio-economic environment of the school, number of social networks used and daily phone usage time. It was concluded that the levels of renouncement of comfort, inability to communicate and general nomophobia of classroom teachers according to gender were significantly higher in women than in men. It was concluded that the nomophobia levels of the teachers were significantly higher in favor of the younger ones, and the nomophobia levels of the teachers increased as the ages of the teachers decreased. According to the socio-economic level of the school's environment, primary school teachers' nomophobia levels were found to be high in favor of teachers working in a school with a high socio-economic level, with the dimensions of not being able to access information, relinquishing comfort, inability to communicate, and losing online connection. According to the number of social networks they use, teachers' nomophobia levels are higher in favor of those who do not have access to information, renounce their comfort, and cannot communicate, and those who use higher social networks at the level of general nomophobia. It was determined that the nomophobia levels of the classroom teachers differed significantly in all dimensions compared to the daily phone usage time of the teachers and in favor of those who had more hours in general.