CYBERLOAFING IN THE CLASSROOM: UNVEILING ITS IMPACT ON TEACHERS’ WORK PERFORMANCE IN MALACCA
DOI:
https://doi.org/10.55197/qjssh.v5i6.480Keywords:
cyberloafing, work performance, education, teacherAbstract
The growing prevalence and increased usage of digital technologies nowadays especially in professional professions, notably educational settings, organisations are becoming increasingly concerned about cyberloafing. Thus, this research aims to study the relationship between cyberloafing behaviour and work performance among teachers in Malacca. Employing a quantitative research design, researchers use two instruments including Cyberloafing Scale to measure cyberloafing and The Individual Work Performance Questionnaire to measure work performance. 224 primary and secondary school teachers were recruited through a convenient sampling method. Data analysis encompasses both descriptive and inferential techniques, with computations facilitated through Statistical Package for Social Sciences (SPSS) version 27. The result of moderate positive correlation indicate there is a relationship between cyberloafing on work performance among teachers in Malacca. By addressing the relationship between cyberloafing and work performance among teachers in Malacca brings significant implications for academic institutions especially in terms of classroom demands, technology use and the balance between personal and professional obligations.
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