Investigation of information technology teachers' professional burnout levels and cyberloafing behaviors

This study, it was aimed to examine the relationship between information technology teachers' professional burnout levels and cyberloafing behaviors and their level of burnout and cyberloafing behaviors according to different variables. The sample group of the study consists of 207 teachers working under the Ankara Provincial Directorate of National Education. The data used in the study were obtained by "Personal information Form", "Maslach Burnout Inventory-Educator Form", "Virtual Loafing Activities Scale". Permission was obtained from the Ankara Provincial Directorate of National Education for the use of data collection tools. SPSS 25.0 package program was used for data analysis. As a result of the normality analysis, t-test, ANOVA, and Pearson Correlation Analysis were performed for the data accepted to show normal distribution. As a result of the findings, it was concluded that there was a weak positive relationship between teachers' general professional burnout levels and general cyberloafing levels. In the emotional burnout sub-dimension of the teachers participating in the study, their years of service, their education level, the type of institution they work in, weekly course hours, education levels, their status of being an Information Technology Counselor, their involvement in the technical affairs of the school, other teachers about technological issues during working hours. It was concluded that there was no significant difference according to helping situations, daily Internet usage times, and daily Internet usage times outside the classroom. It was concluded that teachers who stated that they did not find themselves competent in their professions experienced higher levels of emotional exhaustion compared to teachers who stated that they found themselves competent in their profession and teachers who did not find the education they received in their undergraduate education sufficient, compared to teachers who found their education sufficient. In the depersonalization sub-dimension, it was concluded that teachers who did not find the education they received in their undergraduate education sufficient experienced a higher level of depersonalization compared to the teachers who found the education they received in their undergraduate education sufficient. In the personal achievement sub-dimension, it was concluded that teachers with graduate degrees experience higher levels of burnout compared to teachers who find themselves competent in their profession compared to teachers who do not find themselves competent in their profession, and teachers who find their education sufficient in their profession compared to teachers who do not find their undergraduate education sufficient. Teachers' trivial cyberloafing activity levels do not differ according to any of their demographic characteristics, but they do differ significantly according to their years of service, the type of institution they work in, and their daily Internet usage time outside of the classroom. Teachers with 1-10 years of service years have a higher degree than teachers with 16-20 years of service, compared to teachers with a graduate degree, teachers with 3-6 hours of daily Internet usage outside of curriculum are higher than teachers with 0-3 hours of service. It has been concluded that they engage in significant virtual loafing activities at the level.