Italian teachers’ emotional styles and burnout when using educational technology
Yükleniyor...
Dosyalar
Tarih
2024
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Progedit
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The main aim of this study is to analyze the relationship between the use of Educational Technology (ET), the development of Burnout Syndrome (BOS), the teachers’ Emotional Styles (ES), and their biographies. A non-probabilistic convenience sample of 379 teachers completed an online survey on the three dimensions above mentioned. Descriptive statistics together with the Mann-Whitney U test, the Kruskal-Wallis test, and linear regression models were used to analyze the data. The results revealed that 2.6% teachers are at risk for BOS while use of ET had no impact on BOS. Certain biographical dimensions and ESs predicted teachers’ ET use. Based on the analysis, the authors conclude that studying how emotional and personal aspects influence the relationship between teachers and technologies can be useful to prepare teachers for innovating their practice.
Açıklama
Anahtar Kelimeler
Burnout, Educational Technology, Teachers Emotional Style
Kaynak
Qwerty
WoS Q Değeri
Scopus Q Değeri
Q3
Cilt
19
Sayı
2
Künye
Ritella, G., Crescenzo, P., Bulut, S., Sansone, N., Annese, S. ve Ligorio, M. B. (2024). Italian teachers’ emotional styles and burnout when using educational technology. Qwerty, 19(2), 42-58. https://www.doi.org/10.30557/QW000085
