الاحتراق الرقمي لدى معلمي المدارس الخاصة الأردنية

Abstract

This study aimed to assess the level of digital burnout among teachers in private schools in the Directorate of Education of Qasabat Amman from their perspective. To achieve the study’s objectives, a questionnaire was developed, with a sample size of 359 teachers. The descriptive survey approach was employed. The findings revealed that the level of digital burnout among these teachers was moderate in its various aspects: emotional exhaustion, digital deprivation, digital addiction, and depersonalization. The results also showed significant differences in the teachers' assessments of digital burnout based on gender, with males reporting higher levels. Additionally, there were significant differences based on years of experience, particularly among teachers with less than five years and those with five to less than ten years of experience. Specific differences were found in the areas of emotional exhaustion and depersonalization, favoring teachers with less than five years and those with five to less than ten years of experience, and in the area of digital addiction for teachers with less than five years of experience. Furthermore, significant differences were found in the field of digital deprivation based on the teachers' educational qualifications.