NOMOPHOBIA AMONG PRE-SERVICE TEACHERS IN ASSAM: PREVALENCE AND DEMOGRAPHIC ANALYSIS

Abstract

This study investigated nomophobia—anxiety triggered by smartphone separation—among pre-service teachers in Assam, India, examining how this modern psychological phenomenon might influence future classroom practices and students' digital behaviours. Using a descriptive survey method, researchers assessed 240 pre-service teachers through a self-developed instrument, 'Nomophobia Assessment Scale for Pre Service Teachers' (NASPT), analyzing five demographic variables: gender, age, educational background, residential area, and family structure. The majority of participants (35.42%) exhibited moderate nomophobia levels (scores 104-121), while 13.33% showed severe symptoms. Gender emerged as the only statistically significant demographic factor, with male pre-service teachers displaying higher vulnerability to nomophobia. The study revealed that nomophobia transcends most demographic boundaries, indicating pervasive smartphone dependency among pre-service teachers regardless of age, educational background, residence, or family structure. These findings highlight the need for targeted awareness and intervention programs for pre-service teachers, particularly males. Such initiatives would benefit teacher preparation programs by addressing digital anxiety that could impact future teaching practices and student interactions.