The relationship between preschool teachers' nomophobia levels and their communication skills

This study was conducted to examine the relationship between preschool teachers' levels of nomophobia (smartphone addiction) and their communication skills. The study employed the relational survey model, one of the quantitative research methods. The research was carried out during the 2024-2025 academic year with the participation of 389 volunteer preschool teachers working in public and private kindergartens and nursery classes affiliated with the Ministry of National Education (MEB) in Ordu province and its districts. Of the participants, 359 were female, and 30 were male. As data collection tools, the Demographic Information Form, Nomophobia Scale, and Communication Skills – Adult Form Scale (CS-AF) were used. The data were collected via an online survey and analyzed using SPSS 25.0. Normality and homogeneity tests were applied to the dataset, and parametric tests were used for normally distributed data, while non-parametric tests were applied to non-normally distributed data. Additionally, regression analyses were conducted. According to the findings, a significant and negative relationship was found between preschool teachers' nomophobia levels and their communication skills. It was observed that as nomophobia levels increased, communication skills decreased. The results also indicated that younger teachers had higher levels of nomophobia, and these levels decreased with age. Furthermore, single teachers exhibited higher nomophobia levels compared to their married colleagues. It was also determined that as the level of education increased, nomophobia levels decreased, with associate degree graduates displaying higher nomophobia levels compared to bachelor's and master's degree holders. Additionally, teachers with more professional experience showed lower levels of nomophobia; however, teachers working in the private sector had higher nomophobia levels than those employed in public institutions. Lastly, gender was not found to be a direct determinant of communication skills. The results of the study highlight the importance of developing awareness programs to reduce teachers' levels of digital addiction and implementing training programs to support their communication skills. The findings are expected to serve as a guideline for shaping educational policies and teacher training programs. Keywords:Nomophobia, Communication Skills, Pre-school, Teacher.