Özet:

Almost 20% of the adults admit they procrastinate when faced with routine tasks such as paying bills, paying taxes, or undergoing medical examinations (Schouwenburg, 2004; Rosario, Costa, Núñez, González-Pienda, Solano, Valle, 2009). Procrastination is the purposeful delay of the start or completion of a task (Solomon, Rothblum, 1984; Brownlow, Reasinger, 2003). In the literature there is five sort of procrastination; general procrastination, Academic procrastination, general or life routine procrastination, decisional procrastination, neurotic procrastination and compulsive or dysfunctional procrastination (Ellis ve Knaus, 1977; Ferrari, 1992; Johnson ve Bloom, 1992 Akt: Balkıs et al., 2006). The reason of procrastination can be typical life problems as well as career planning and lack of time management ability (Zimbardo, Boyd 1999, Ferrari, Morales, 2007). Also procrastination may be associated with self-regulatory beliefs concerning the extent to which one exerts influence over important outcomes in one’s life (Howell, Watson, Powell, Buro, 2006, 1521). With typical reasons teachers’ academic and professional development can be affected from procrastination and it ends with canceling. The purpose of the study is determining teachers’ academic procrastination levels and investigating the correlation of their procrastination with technology. In the study, Aitken (1982) academic procrastination scale and technology usage questionnaire was used as data gathering tool and 115 teachers were participated to the study. It is found that teachers academic procrastination levels are in middle ( =52,63) and it differentiate with respect to following agenda. There is no significant correlation found with their procrastination scores and technology usage. But teachers score which assigning to students web and computer related homework and use computer based video in class were significantly higher from others.

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