Examining The Relationship Among Teachers’ Online Vigilance, Phubbing, and Cyberloafing Behaviors

Abstract

This study examines the relationships among teachers’ online vigilance, phubbing, and cyberloafing behaviors and explores whether these behaviors differ according to demographic variables. Using a correlational survey design, data were collected from 257 middle and high school teachers working in public schools in Elazig, Türkiye. Participants completed the Online Vigilance Scale, the Generic Phubbing Scale, and the Smartphone Cyberloafing in Class Scale., Mann–Whitney U and Kruskal–Wallis tests were used to examine differences by gender and teaching experience, while Spearman correlation analysis was employed to assess relationships among the study variables. The results revealed no significant differences in online vigilance, phubbing, or cyberloafing based on gender or teaching experience. However, strong and positive correlations were found among all study variables, including between online vigilance and phubbing, online vigilance and cyberloafing, and phubbing and cyberloafing. These findings suggest that online vigilance is closely linked to socially observable behaviors such as phubbing, while its association with cyberloafing appears to be more context-dependent and shaped by self-regulation processes. Overall, the study highlights online vigilance as a key construct for understanding teachers’ digital behaviors and underscores the importance of promoting attention management and digital balance in educational settings.

Keywords

• cyberloafing
• online vigilance
• phubbing
• teachers’ behaviours

Öğretmenlerin Çevrim İçi Tetikte Olma, Sosyotelizm ve Siberaylaklık Davranışları Arasındaki İlişkinin İncelenmesi

Abstract

Bu çalışma, öğretmenlerin çevrimiçi tetikte olma, sosyotelizm (phubbing) ve siberaylaklık davranışları arasındaki ilişkileri incelemekte ve bu davranışların demografik değişkenlere göre farklılaşıp farklılaşmadığını araştırmaktadır. İlişkisel tarama deseni kullanılarak yürütülen araştırmada, Türkiye’nin Elâzığ ilinde devlet okullarında görev yapan 257 ortaokul ve lise öğretmeninden veri toplanmıştır. Katılımcılar Çevrimiçi Tetikte Olma Ölçeği, Genel Sosyotelizm Ölçeği ve Derste Akıllı Telefonla Siberaylaklık Ölçeğini yanıtlamışlardır. Cinsiyet ve mesleki deneyime göre farklılıkları incelemek amacıyla Mann–Whitney U ve Kruskal–Wallis testleri kullanılmış; çalışma değişkenleri arasındaki ilişkileri belirlemek için ise Spearman korelasyon analizi uygulanmıştır. Bulgular, çevrimiçi tetikte olma, sosyotelizm ve siberaylaklık düzeylerinin cinsiyet ve mesleki deneyime göre anlamlı biçimde farklılaşmadığını göstermiştir. Buna karşılık, çevrimiçi tetikte olma ile sosyotelizm, çevrimiçi tetikte olma ile siberaylaklık ve sosyotelizm ile siberaylaklık arasında güçlü ve pozitif ilişkiler bulunmuştur. Elde edilen bulgular, çevrimiçi tetikte olmanın sosyotelizm gibi sosyal olarak gözlemlenebilir davranışlarla yakından ilişkili olduğunu, siberaylaklıkla olan ilişkisinin ise daha bağlama duyarlı ve öz düzenleme süreçleri tarafından şekillendiğine dair ipuçları sunmaktadır. Genel olarak çalışma, öğretmenlerin dijital davranışlarını anlamada çevrimiçi tetikte olmanın temel bir yapı olduğunu ortaya koymakta ve eğitim ortamlarında dikkat yönetimi ile dijital dengeyi teşvik etmenin önemini vurgulamaktadır.

Keywords

• Siberaylaklık
• Çevrimiçi Tetikte Olma
• Sosyotelizm
• Öğretmen davranışları

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