Abstract
The Effect of Organizational Identification Levels of Teachers Working in Karabuk Province on the Levels of Cyberloafing
Today, like all organizations, schools also use technology to achieve their goals and routine operations. However, although the use of technology is considered a necessary tool for schools, in practice, it can be seen that teachers can use technology and the Internet for their special purposes outside the workplace. The aim of this study is to determine the effect of teachers' organizational identification level on cyberloafing levels. The research was carried out in Karabuk. 375 teachers participated in the study, in which the questionnaire technique was used. As a result of the analyses, teachers' identification levels with their organizations and cyberloafing levels were found to be moderate. However, it has been determined that there is an inverse relationship between organizational identification, cyberloafing and its sub-dimensions, trivial and significant cyberloafing, and that organizational identification affects both general loafing and insignificant and significant cyberloafing at various levels.
Keywords
Organizational Identification, Cyberloafing, Teacher, Karabuk
