Teachers and Smartphones: Usage Patterns, Perceptions, and Impact on Professional Work and Personal Well‐Being

Abstract

This study examines smartphone use among teachers, exploring patterns, perceptions, and the impact on professional efficacy and personal well-being. The research addresses: (1) How does smartphone use vary based on demographic and professional factors? (2) What is the relationship between teachers' perceptions of appropriate smartphone use and their actual use? (3) How do teachers perceive the impact of smartphone use on their work and well-being? An online survey was conducted with 159 teachers across various educational levels and subjects. The survey included demographic questions, self-reported smartphone use, and the Smartphone Addiction Scale.

Younger teachers (25-34) and those with fewer years of service (1-5 years) reported significantly higher daily smartphone use compared to older and more experienced teachers. No significant differences were found based on school type or subject taught. Teachers reported using their smartphones more than deemed appropriate, with a median actual use of 3 hours per day versus a perceived appropriate use of 2 hours. A strong positive correlation was found between actual and perceived appropriate use (rs = .59, p < .001). Younger teachers scored higher on the Smartphone Addiction Scale, indicating higher risk and concentration difficulties at work struggling to limit use despite recognizing the need for moderation. This can impact their professional efficacy and well-being. Educational institutions should implement programs to raise awareness about SA, manage digital habits, and promote balanced smartphone use in the classroom to enhance teacher well-being and educational outcomes.