Examination of the relationship between secondary and high school teachers' levels of cyber loafing and the levels of self-control and self-management

The main purpose of this research is to examine the relationship between the level of cyberloafing and the level of self-control and self-management of secondary and high school teachers working in the Ministry of National Education. The secondary aim is to examine whether there is a significant difference between these variables and the variables in the personal information form. This research is in relational screening model and aims to reveal the current situation of secondary and high school teachers. The sample of the research consists of 212 teachers working in secondary and high schools affiliated to the Ministry of National Education in Ankara in the 2020-2021 academic year. "Cyber Loafing Scale" and "Self-Control and Self-Management Scale" will be used as data collection tools in the research. First of all, descriptive information about the demographic characteristics of the participants was included. Percentage, frequency and total percentiles of the variables and values that are the subject of the research are defined. Descriptive statistics, t-Test, one-way analysis of variance (ANOVA) and Pearson Product Moments Correlation analysis were used in the analysis of the obtained data. As a result of the research, there was no significant difference between male teachers' cyberloafing levels and female teachers' cyberloafing levels, but a significant difference was found in content access and game/betting sub-dimensions. In the content access sub-dimension, it is seen that female teachers access more content than male teachers. In the game/betting sub-dimension, the average scores of male teachers are significantly higher than the scores of female teachers. The cyberloafing levels of teachers do not differ significantly according to the age variable. Looking at the branch variable, it was determined that Information Technologies teachers had a significantly more cyberloafing behavior compared to other branches. The cyberloafing levels of the teachers who use the internet for more than 5 hours are significantly higher than the cyberloafing levels of the teachers who use the internet for less than 1 hour. Teachers' self-control and self-management levels do not show a significant difference according to gender, age, branch, frequency of internet use. In the study, the relationship between the level of cyberloafing of secondary and high school teachers and the levels of self-control and self-management was examined, and no significant relationship was found between the levels of cyberloafing of secondary and high school teachers working in the Ministry of National Education and the levels of self-control and self-management.