Cyberloafing Behaviors Among Preschool Teachers: The Effects of Intrinsic, Extrinsic, and Administrative Teacher Motivation

Yıl 2026, Sayı: 29, 59 - 73, 27.02.2026

Ecem Seray Dağlı , Ecem Atabay , Deniz Mertkan Gezgin

https://doi.org/10.30786/jef.1613489

https://izlik.org/JA69KT87MG

Öz

This study examines the relationship between teacher motivation and cyberloafing among preschool teachers. The study included 209 preschool teachers from both public and private schools in Turkey. The study employed the predictive correlational method. Utilized were the independent sample t-test, Pearson correlation coefficient, one-way analysis of variance (ANOVA), and simple and multiple linear regression analysis. The findings indicated that teachers are highly motivated and engage in below-average cyberloafing. According to the findings, compared to other groups, male teachers and teachers employed by private schools had greater levels of cyberloafing. Additionally, a negative and significant relationship was observed between teachers' cyberloafing levels and their general teacher motivation, as well as the administrative, extrinsic, and intrinsic motivation sub-dimensions. However, the level of teachers’ cyberloafing engaged in did not significantly correlate with their seniority or age. With an explanatory power of 3.6%, a simple linear regression analysis showed that teacher motivation had a weak but significant impact on cyberloafing. According to multiple linear regression analysis, the intrinsic motivation variable was the only significant predictor, explaining 6.4% of the variation in cyberloafing. As a result of, the data indicate that a drop in teachers' motivation, especially intrinsic drive, correlates with a modest rise in their cyberloafing levels.

Anahtar Kelimeler

Cyberloafing , preschool teachers , teacher motivation , relational model.

Okul Öncesi Öğretmenleri Arasında Siber Aylaklık Davranışları: İçsel, Dışsal ve Yönetimsel Öğretmen Motivasyonunun Etkisi

https://izlik.org/JA69KT87MG

Öz

Bu çalışma, okul öncesi öğretmenleri arasında siber aylaklık ile öğretmen motivasyonu arasındaki ilişkiyi incelemektedir. Çalışmaya Türkiye'deki devlet ve özel okullardan 209 okul öncesi öğretmeni katılmıştır. Çalışmada yordayıcı korelasyonel yöntem kullanılmıştır. Bağımsız örneklemler t-testi, Pearson korelasyon katsayısı, tek yönlü varyans analizi (ANOVA), basit ve çoklu doğrusal regresyon analizi kullanılmıştır. Bulgular, öğretmenlerin yüksek öğretmen motivasyonuna sahip olduklarını ve ölçek ortalamasının altında siber aylaklık düzeyinde olduğu görülmüştür. Ayrıca, erkek öğretmenler ve özel okullarda çalışan öğretmenlerin diğer gruplara kıyasla daha sıklıkla siber aylaklık yaptığı ortaya çıkmıştır. İlişkisel açısından ise öğretmenlerin sanal aylaklık düzeyleri ile genel öğretmen motivasyonu ve yönetimsel, dışsal ve içsel öğretmen motivasyonu alt boyutları arasında negatif ve anlamlı ilişkiler gözlenmiştir. Bununla birlikte, öğretmenlerin sanal aylaklık düzeyleri, kıdem yılı veya yaş ile anlamlı bir ilişki göstermemiştir. Basit doğrusal regresyon analizi, %3,6'lık bir açıklama gücü ile öğretmen motivasyonunun sanal aylaklık üzerinde zayıf ancak anlamlı bir etkisi olduğunu göstermiştir. Çoklu doğrusal regresyon analizine göre ise içsel motivasyonun siber aylaklık düzeyinin %6,4'ünü açıklayan tek önemli yordayıcı olduğu ortaya çıkmıştır. Çalışmanın sonuçlara göre, öğretmenlerin motivasyonu, özellikle de içsel motivasyonu azaldığında, sanal aylaklık düzeylerinde artışın olacağı söylenebilir.

Anahtar Kelimeler

Siber aylaklık , okul öncesi öğretmenleri , öğretmen motivasyonu , ilişkisel model.

Kaynakça

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