In this study, the nomophobia levels of teachers and nomophobia scores gender, age, branch, daily mobile phone usage, mobile phone level and duration, the number of daily mobile phone charges and the duration of mobile phone use It is aimed to examine the variables. The sample of the study, 2018-2019 education in the academic year, teachers from a private school in Western Anatolia were formed. The sample was determined using the appropriate sampling method. Research quantitative research The method was conducted in accordance with the relational screening model; data collection tool was developed by Yildirim and Correia (2015); Yildirim, Shumuer, Adnan and Yildirim (2015) was adapted to Turkish by Nomophobia Scale (NMP-Q). The data obtained in the study were analyzed by entering the excel program. Analysis of data sums and average scores of teachers on nomophobia scale It was investigated. According to the findings of the research, teacher’s nomophobia levels are above average; nomophobia scores among teachers It is concluded that nomophobia scores vary. Teachers, as their age increases, the number of nomophobia falls; mobile phone usage times, levels of playing through a mobile phone, playing time with the mobile phone, the number of daily mobile phone charging numbers and mobile phone usage times increase It is found that the scores increase. Based on results ultra-Domination mobile application developed; In this way, teachers' telephone dependencies are intended to be taken under control.