Abstract
Scholars and practitioners lay emphasis on determinants of cyberloafing behavior as a possibly powerful management issue due to its impact on organizations as well as on productivity  losses. However the determinants of cyberloafing in educational institutions are yet to be investigated. Drawing from the theory of interpersonal behavior, the aim of the research study is to  identify the factors affecting the cyberloafing behavior of teachers working in both public and private sector universities. The theory of Interpersonal Behavior (TIB) is used to measure the factors  affecting the cyberloafing behavior of teachers. Data was collected using non probability convenience sampling technique from different public and private sector universities. Usable sample size from both public and private sector universities was 175. The PLS path modeling technique was used for data analysis. Results indicate that all factors influence the cyberloafing behavior  differs significantly between public and private sector universities. The social factor effect is even stronger in private universities than expected. Furthermore, the study assesses the  relationships between the latent variables of the TIB model and finds a significant, strong, and positive link between in both groups of universities. The study provides the new insight into the  nature of factors specially affecting the teachers’ cyberloafing behavior in public and private sector universities. The findings of this study can be helpful for an educational institution for  formulating strategies to restrict cyberloafing behavior. The paper is of great value for educational institutions in worth itself.
Keywords: Cyberloafing Behavior, Teacher, Theory of Interpersonal Behavior (TIB), University.