Ritella, GiuseppeCrescenzo, PietroBulut, SefaSansone, NadiaAnnese, SusannaLigorio, Maria BeatriceEğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü2025-01-092025-01-092024Ritella, 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/QW0000851828-7344https://www.doi.org/10.30557/QW000085https://hdl.handle.net/20.500.12154/3158The 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.eninfo:eu-repo/semantics/openAccessBurnoutEducational TechnologyTeachers Emotional StyleArticle192425810.30557/QW0000852-s2.0-85213896381Q3