Italian teachers’ emotional styles and burnout when using educational technology

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dc.authorid0000-0002-0845-1266
dc.authorid0000-0001-5240-315X
dc.authorid0000-0002-2622-4390
dc.authorid0000-0002-3413-7983
dc.authorid0000-0003-3296-9118
dc.contributor.authorRitella, Giuseppe
dc.contributor.authorCrescenzo, Pietro
dc.contributor.authorBulut, Sefa
dc.contributor.authorSansone, Nadia
dc.contributor.authorAnnese, Susanna
dc.contributor.authorLigorio, Maria Beatrice
dc.contributor.otherEğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
dc.date.accessioned2025-01-09T08:02:48Z
dc.date.available2025-01-09T08:02:48Z
dc.date.issued2024
dc.departmentİHÜ, Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
dc.description.abstractThe 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.
dc.identifier.citationRitella, 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
dc.identifier.doi10.30557/QW000085
dc.identifier.endpage58
dc.identifier.issn1828-7344
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85213896381
dc.identifier.scopusqualityQ3
dc.identifier.startpage42
dc.identifier.urihttps://www.doi.org/10.30557/QW000085
dc.identifier.urihttps://hdl.handle.net/20.500.12154/3158
dc.identifier.volume19
dc.identifier.wosWOS:001410138800004
dc.identifier.wosqualityQ4
dc.indekslendigikaynakScopus
dc.indekslendigikaynakWeb of Science
dc.institutionauthorBulut, Sefa
dc.institutionauthorid0000-0002-2622-4390
dc.language.isoen
dc.publisherProgedit
dc.relation.ispartofQwerty
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectBurnout
dc.subjectEducational Technology
dc.subjectTeachers Emotional Style
dc.titleItalian teachers’ emotional styles and burnout when using educational technology
dc.typeArticle
dspace.entity.typePublication
relation.isAuthorOfPublicationd469904b-5ff6-4ea1-b1c3-f1d6e0079a5b
relation.isAuthorOfPublication.latestForDiscoveryd469904b-5ff6-4ea1-b1c3-f1d6e0079a5b
relation.isOrgUnitOfPublication5237ecdd-ea50-4c56-a9b2-80a402ceb7be
relation.isOrgUnitOfPublication.latestForDiscovery5237ecdd-ea50-4c56-a9b2-80a402ceb7be

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