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

OpenAlex · İngilizce

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.