› › Principals Perceptions Of Social Media And Its Influence On School Climate In Small Northeastern States

Principals' Perceptions of Social Media and Its Influence on School Climate in Small Northeastern States

Author : Kevin McNamara

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Page : 0 pages

File Size : 44,74 MB

Release : 2022

Category : Educational leadership

ISBN :

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Book Description

The influence of the principal on student learning is second only to classroom instruction of school-level factors (Grissom, 2020; Wahlstrom et al., 2011). A sustained, positive school climate is associated with a variety of positive outcomes such as improved student achievement, graduation rates, and teacher retention (Thapa et al., 2013). Principals may use social media to connect with stakeholders, in the interest of building community and school improvement. (Ferriter et al., 2012). The purpose of this sequential explanatory mixed-methods study was to investigate and explore public high school principals’ perspectives on the use of social media to develop and promote a positive school climate. This study was guided by the following research questions: 1. Are there differences in principals’ use of social media platforms and the following demographics: gender, years of experience, urban/urban-ring/suburban/rural? 2. How often do principals use social media to communicate with their school communities? 3. How do principals rate social media platforms as vehicles to communicate with students specifically regarding school climate? 4. How do principals describe their experiences with social media as a tool for improving school climate? 5. What are principals' beliefs about the value of using social media to develop school climate? Phase I quantitative survey consisted of high school principals (n = 53) from three small states in the northeastern U.S. Phase II qualitative focus groups included purposefully selected participants (n = 16) from the Phase I respondents. Phase III consisted of document analysis of principals’ Instagram posts. The quantitative data were analyzed using descriptive statistics. The data from Phase II and III were processed according to Creswell and Creswell’s (2018) protocol. Connected findings emerged: principals’ communication via social media may help to build engagement with the community; principals use social media to build relationships and promote equity; and principals’ posting of desired behaviors and mindsets models the expectation for the community. As a result of this study, districts should ensure social media is used consistently by principals. A predictable schedule of engaging content focused on highlighting those students typically less engaged and promoting the schools’ core values may help improve school climate.



Superintendents' and Principals' Perceptions of Using Social Media to Develop a Brand Presence in a Small Northeast State

Author : Nicole L'Etoile

Publisher :

Page : 446 pages

File Size : 13,59 MB

Release : 2017

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Social media has shifted the landscape and broadened the concept of educational branding. Developing a BrandED mindset and strategy in the digital age is necessary in today’s educational climate (Sheninger, 2015). Social media tools provide school leaders with opportunities to share successes on a frequent basis with stakeholders. This immediate sharing of successes could be a powerful tool for schools to proactively shape their public image (Scott, 2011). This mixed methods study explored experiences of public school superintendents and principals using social media to communicate with stakeholders as a component of their communications and public relations strategy to establish a brand presence. The research questions were: 1. To what extent to superintendents and pricipals use social media tools to communicate with employees, students, parents, and community members? 2. Is there a significant difference between superintendents and principals with respect to the use of social media tools among the following groups: employees, students, parents, and community members? 3. Is there a significatn difference between superintendents and principals with respect to the branding strategies they include in their use of social media tools? 4. Is there a relationship between the use of soical media tools and the following demographics: gender, years of expereince, level, urban/suburban rural? 5. How do superintendents (n=4) describe expereinces using social media tools to communicate as a component of their communications and public relations strategy to establish a brand presence? 6. How do principals (n=5) describe experiences using social media tools to communicate as a componet of their communications and public relations strategy to estabilish a brand presence? The quantitative instrument was administered to State Superintendents (N=14) and Principals (N=78). Significant differences were found between superintendents' and principals' branding strategies when using Facebook; using blogs with students between urban and suburban school leaders; using Twitter between elementary principals compared to middle and high school principals; and using Facebook between elementary and high school principals. The qualitative findings revealed nine themes between superintendents (n=4) and principals (n=5). The results from this study may provide guidance to school leaders developing a social media public relations strategy to establish a brand presence.



Social Media

Author : Marlynn M. Griffin

Publisher : IAP

Page : 353 pages

File Size : 49,27 MB

Release : 2021-09-01

Category : Education

ISBN : 1648026575

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Book Description

Social media is a multi-faceted tool that has been used by educators and/or their students in ways both beneficial and detrimental. Despite the ubiquitous nature of this tool, there is much research still needed on the multitude of ways that social media impacts education. This book presents research on the influences of social media on education, broadly construed. Specifically, the research included in this book is categorized into four broad areas, examining the educational influence of social media on youth and college students, professional development in content areas, higher education learning, and social justice and activism. Chapter authors emphasize the opportunities of social media use in education and provide recommendations for how to address challenges that may arise with social media integration into the teaching and learning setting. These authors also advocate for use of social media to grow and enhance professional interaction among educators, moving beyond the social aspect of these platforms to advocate for educational and societal change. Individuals working in K-12 schools, teacher education, teacher professional development, and higher education, including pharmacy, nursing, dental and medical education, as well as those in other educational settings can use these findings to support and guide integration of social media into teaching and learning as well as their professional practice. Endorsements for Social Media: Influences on Education "Anyone attempting to understand these issues and the emerging, critical role of social media in education today should read the excellent edited book Social Media: Influences on Education. I’ve been monitoring educational media and technology research and practice for the past 40 years. In my view this book is an important contribution to a current perspective on social media and its impact from preschool to higher education and professional studies in general and social justice issues specifically." Richard E. Clark, Emeritus Professor University of Southern California "Social Media: Influences on Education is an essential book for those seeking to understand the relationship between education and social media or to conduct social media research in education. Griffin and Zinskie have collected a variety of essays showcasing approaches to researching social media from qualitative interviews with teachers, to meta-analyses of nascent literature, and research within the platforms themselves. Providing a well-rounded introduction to the field, this book provides a foundation for those interested in understanding and exploring the impact social media has had on elementary, secondary, and tertiary education." Naomi Barnes, Senior Lecturer Queensland University of Technology, Australia "Social Media: Influences on Education is a must-read for anyone interested in social media's impact on education and social justice. Grounded in the latest research, Griffin and Zinskie offer an informed, critical perspective on key issues – children’s social media use, cyber-harassment, misinformation, social justice through social media, professional networking, and more – as social media pervades every aspect of our lives. Educators, parents, students, activists and social media users everywhere, if you’re invested in education and social justice, this book is for you!" Christine Greenhow, Associate Professor Michigan State University



Teachers’ Perceptions of Using Social Media for Classroom Instruction in Secondary Schools

Author : Beverlee Jackson

Publisher :

Page : 0 pages

File Size : 13,12 MB

Release : 2022

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Book Description

Much research has been done to explore social media on students and instructors and their perceptions of social media use in higher education, but little research has been done on teachers in secondary education and their perceptions of social media use in the classroom. Due to the lack of research, the purpose of the study was to examine teachers’ perceptions of social media use to improve students’ learning and students’ engagement and if their perceptions varied by selected demographic variables. The study was conducted in three northeast Mississippi secondary schools, a 6th and 7th grade school, 8th and 9th grade school, and 10th thru 12th grade school, during the spring semester of 2021. A survey instrument, Social Media Survey for Secondary Teachers, was used in the study. The study was completed by 53 participants (44 females and 9 males). The research design for this study was descriptive and causal comparative. The study found that teachers’ perceptions of social media use for classroom instruction to improve students’ learning and students’ engagement was neutral. Also, a statistically significant difference was found between teachers’ current position (e.g., special education teachers and other teachers) and the use of social media in the classroom to improve students’ learning. However, there was no statistically significant difference found between teachers’ perceptions of the use of social media in the classroom to improve students’ engagement and the demographics: gender, age, race, teacher certification, years taught, years at current school, teachers’ current position, number of subject(s) taught, years at current position, number of grade levels taught, and number of social media used. The findings of this study provide information for teachers, administrators, and school districts so they may determine if they will use social media. Further research is recommended using more school districts, which can provide more data for comparison and a better understanding of teachers’ perceptions of social media use in the classroom for students’ learning and students’ engagement. In addition, further research should be done on teachers’ current position and their perceptions of using social media to improve students’ learning.



Social Media Arrive in School

Author : Lew Armistead

Publisher :

Page : 4 pages

File Size : 15,46 MB

Release : 2010

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ISBN :

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Book Description

Social media have the potential to improve educational opportunities for high school students, but also present legal and policy challenges for public school principals. Those were among opinions expressed in the 2010 Principals' Partnership Poll. The most frequently-cited request by the 306 respondents was help in integrating social media into the curriculum. But principals also pointed out that as social media come into the schools, legal and policy implications arise. Professional development on social media for teachers and other adults was a frequently-cited necessity. School leaders recognize that many educators are not as familiar or comfortable with social media as students are. Thus, teachers require training to understand the most effective ways to bring social media into the curriculum. Principals also see that social media can be effective in communicating with families, community members and alumni. However, they believe they need help in developing the best ways to use this technology. While they see social media as a potential plus to instruction, principals are concerned with the impact unstable funding may have. With budget uncertainty districts may not be able to take advantage of social media and other technology in classrooms.



An Investigation of Principal's Perceptions about the Use of Social Media to Build Trust, Transparency, and a Greater Sense of Community

Author : Anissa Reilly

Publisher :

Page : 135 pages

File Size : 10,62 MB

Release : 2018

Category : Educational leadership

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Book Description

Communication practices have changed over the years. Therefore, the way school leaders connect with its stakeholders should align with these changes. Social media is one way to meet this shift. However true this may be, there are some leaders that will not engage with these online platforms. In contrast, those leaders that utilize social media seem to reap benefits. Through the use of qualitative methodology, this study investigated the perceptions held by elementary school leaders about the use of social media to build trust, transparency, and a greater sense of community. The research examined belief systems held by the participants with respect to social media and its role in communicating and connecting with stakeholders. Findings indicated that school leaders believe there are benefits and consequences with social media, social media requires too much time; therefore, a point person is needed to maintain the platforms and communicating via social media requires training. Findings indicated that school leaders build trust in a variety of ways, and it can be accomplished in a virtual space such as social media. It was also discovered that the leaders believe social media helps to increase parent involvement. Findings also indicated that school leaders build community in a variety of ways, and social media platforms can be used to enhance these practices. Additionally, school leaders believe social media is an avenue for information sharing.









Perceptions of Teachers and Administrators on the Use and Barriers of Social Networking in the Public Secondary Educational Setting

Author : Kent O. Sweigart

Publisher :

Page : 81 pages

File Size : 23,69 MB

Release : 2012

Category : High school teachers

ISBN :

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Book Description

The study ascertained teachers and administrators' views and reported use of social media tools in the educational setting. This study investigated teachers and administrators' views on social networking in public secondary schools in south central Pennsylvania. The researcher gathered data via an online survey. Teachers and administrators reported being familiar with social networking although not all were active users. Administrators employed social networking for professional reasons more than teachers, who reported using social networking tools in a more personal manner. Both teachers and administrators viewed social networking as a potential learning tool as some teachers reported using these tools currently in their classroom. Most teachers cited communication, extended student learning, and collaboration as benefits. Both teachers and administrators stated school Acceptable User Policies (AUPs) and Internet filter obstructed use in the classroom setting. These findings offer direction to educators and policy makers who will engage and protect students in this collaborative age as social networking continues to expand in the social and school culture.