Reducing students’ ‘absent presenteeism’ and mobile misbehaviour in class: an empirical study of teacher perspectives and practices

Itai Beeri, Dana Daniel Horowitz

Research output: Contribution to journalArticlepeer-review

Abstract

Advances in information technology and communication through new social media platforms have enormous benefits in many contexts, including education. At the same time, self-distractive use of technology–or ‘absent presenteeism’–can have negative effects in the classroom. The main research question of this study is the relationship between organisational leadership, enforcement of discipline and self-distractive use of technology in the secondary school setting. The finding indicated that the permissive style of discipline appeared to be the most effective at reducing self-distractive mobile phone use. However, a more authoritative style of discipline, short teacher tenure and the principal’s transformational leadership style contributed to high self-distractive mobile phone use. The authors rely on empirical data collected in Israeli public high schools from two independent sources: 144 teachers and 591 students, which yielded 4440 teacher-student events. Implications of the findings are discussed in the context of the school setting characterised by rapid changes in technology.

Original languageEnglish
Pages (from-to)177-190
Number of pages14
JournalTechnology, Pedagogy and Education
Volume29
Issue number2
DOIs
StatePublished - 14 Mar 2020

Bibliographical note

Publisher Copyright:
© 2020, © 2020 Association for Information Technology in Teacher Education.

Keywords

  • Media misbehaviour
  • absent presenteeism
  • educational leadership style
  • enforcement of discipline
  • public education

ASJC Scopus subject areas

  • Information Systems
  • Education
  • Communication
  • Computer Science Applications

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