The Scale of Teachers' Self- Disclosure through Social Media: Validity and Reliability Studies

Abstract

The purpose of this study was to develop a valid and reliable scale that can be used to identify the perceptions of teachers on their self-disclosure to their students in their interactions with them through social media. This study was designed as a sequential exploratory mixed method. So validity and reliability studies were conducted for this purpose. Data from 301 teachers for EFA and 422 teachers CFA were used pyschometric properties of “The Scale of Teachers’ Self-disclosure through Social Media” (STSSM). The exploratory factor analysis yielded four-factor model with 21 items. As a result of the analyses of confirmatory FA, it was found that the scale produced sufficient goodness of fit values. Finally, the findings on the reliability proved that “The Scale of Teachers’ Self-disclosure through Social Media” can reliably measure the perceptions of teachers on self-disclosure to their students on social media.

Keywords

• Teachers’ self-disclosure
• Social media
• Self-disclosure on social media

References

1. Acar, S. ve Yenmiş, A. (2014). Eğitimde sosyal ağların kullanımına ilişkin öğrenci görüşlerini belirlemeye yönelik bir araştırma: Facebook örneği. Electronic Journal of Vocational Colleges, 4(3).
2. Akdağ, M. (2011). Spss' de İstatistiksel Analizler Ders Notları.
3. Aküzüm, C. ve Saraçoğlu, M. (2017). Üniversite öğrencilerinin sosyal medyaya ilişkin tutumlarının incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 32, 803-817.
4. Alican, C. ve Saban, A. (2013). Ortaokul ve lise de öğrenim gören öğrencilerin sosyal medya kullanımına ilişkin tutumları: Ürgüp örneği, Sosyal Bilimler Enstitüsü Dergisi, 35, 1-14.
5. Arthur, J. A., and Bostedo-Conway, K. (2012). Exploring the relationship between student-instructor interaction on Twitter and student perceptions of teacher behaviors. International Journal of Teaching and Learning in Higher Education, 24(3), 286–292.
6. Atkins, A. (2010). It’s complicated: Using Facebook to create emotional connections in student-professor relationships. The Journal of the Assembly for Expanded Perspectives on Learning. 16(1). 79–89.
7. Bridges, L. M. (2009). Face-to-face on Facebook: students are there... should we be? In R. J. LAckie& V. B. Cvetkovic (Eds.), Teaching generation M: A handbook for librarians and educators (pp. 125–136). New York: Neal-Schuman Publishers.
8. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2011). Bilimsel araştırma yöntemleri. Ankara: PegemA Yayıncılık.

9. Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı. Ankara: PegemA Yayıncılık.
10. Cayanus, J. L. (2004). Effective instructional practice: Using teacher self-disclosure as an instructional tool. Communication Teacher, 18(1), 6-9.
11. Cayanus, J. & Martin, M.M. (2004). An instructor self‐disclosure scale, Communication Research Reports, 21 (3), 252-263, DOI: 10.1080/08824090409359987.
12. Cayanus, J. L., & Martin, M. M. (2008). Teacher self-disclosure: Amount, relevance, and negativity. Communication Quarterly, 56(3), 325-341.
13. Cayanus, J. & Martin, M.M. (2016). Teacher self‐disclosure, P.L.Witt (Ed.), Communication and Learning. (p.241-258). Berlin: CPI Books.
14. Cayanus, J. L., Martin, M. M., & Goodboy, A. K. (2009). The relation between teacher self-disclosure and student motives to communicate. Communication Research Reports, 26(2), 105-113.
15. Clark, J. D. (1978). The impact of teacher self-disclosure on student perceptions of the teacher. Doctoral Dissertations. 1199. https://scholars.unh.edu/dissertation/1199.
16. Çağ, P. ve Yıldırım, İ. (2017). Eşe kendini açma ölçeği: geçerlik ve güvenirlik çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 7 (47), 99-111.
17. Çakmak, F., & Arap, B. (2013). Teachers‘ perceptions of the appropriateness of teacher self-disclosure: a case study from Turkey. Journal of Teacher Education and Educators, 2(2), 275-288.
18. Çelik, H.E. ve Yılmaz, V. (2013). Lisrel 9.1 ile yapısal eşitlik modellemesi. Ankara: Anı Yayıncılık.
19. Çeçen, A. R. (2006). Duyguları yönetme becerileri ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışmaları. Türk Psikolojik Danışma ve Rehberlik Dergisi. 3(26). 101–113.
20. Çetinkaya, B. (2005). Üniversite öğrencilerinin kendini açma davranışları ile bağlanma stilleri arasındaki ilişki. (Yayınlanmamış Doktora Tezi). Atatürk Üniversitesi, Erzurum.
21. Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: Spss ve Lisrel uygulamaları. Ankara: PegemA Akademi.
22. Dawson, S. (2008). A study of the relationship between student social networks and sense of community. Journal of educational technology & society, 11(3), 224.
23. Downs, V.C., Javidi, M.M. & Nussbaum, J. F. (2009). An analysis of teachers' verbal communication within the college classroom: Use of humor, self‐disclosure, and narratives, Communication Education, 37 (2), 127-141, DOI:10 .1080 /0363 4528 80 9378710.
24. Eke, Helen N. Miss; Omekwu, Charles Obiora Prof; and Odoh, Jennifer Nneka Miss (2014). The Use of Social Networking Sites among the Undergraduate Students of University of Nigeria, Nsukka. Library Philosophy and Practice (e-journal), 1195.
25. Eugenia. M., and Wong, H.C. (2013). Facebook: More than social networking for at-risk students. Procedia-Social and Behavioral Sciences, 73, 22-29.
26. Farani, S. T., & Fatemi, A. H. (2014). The impact of teacher's self-disclosure on students' attitude towards language learning in a foreign language context. Theory & Practice in Language Studies, 4(11).
27. Foubert, J. D., & Sholley, B. K. (1996). Effects of genders, gender role, and indivitualized trust on self-disclosure. Journal of Social Behaivior & Personality, 11, 2777-289.
28. Fusani, D.S. (1994) “Extra‐class” communication: Frequency, immediacy, self‐disclosure, and satisfaction in student‐faculty interaction outside the classroom, Journal of Applied Communication Research,22(3), 232-255, DOI: 10.1080/00909889409365400
29. Goldstein, G. S., & Benassi, V. A. (1994). The Relation between Teacher Self-Disclosure and Student Classroom Participation. Teaching of Psychology, 21 (4), 212-217. https ://doi.org/10.1207/s15328023top2104_2
30. Günaydın, S. (2017). Öğretmenlerin sosyal medya kullanım endişeleri ve farkındalıkları. (Yayınlanmamış Yüksek Lisans Tezi). Ege Üniversitesi, İzmir.
31. Ha, J., and Shin, D. H. (2014). Facebook in a standard college class: an alternative conduit for promoting teacher-student interaction. American Communication Journal, 16(1), 36-52.
32. Haeger, H., Wang, R., and Lorenz, A. (2014). Bridge or Barrier: The Impact of Social Media on Engagement for First-generation College Students.
33. Henson, R.K. ve Roberts, J.K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66, 393-416.
34. Hassan, S. S. S., and Landani, Z. M. (2015). The Use of Social Networks Sites (SNSs) among University Students: How Far do They Learn. International Journal of Social Science and Humanity, 5(5), 436–439.
35. Hosek, A. M., & Thompson, J. (2009). Communication privacy management and college instruction: Exploring the rules and boundaries that frame instructor private disclosures. Communication Education, 58(3), 327-349.
36. Hurt, N. E., Moss, G. S., Bradley, C. L., Larson, L. R. and Lovelace, M. (2012). The ‘Facebook'effect: college students' perceptions of online discussions in the age of social networking. International Journal for the Scholarship of Teaching and Learning, 6(2), 10.
37. Irwin, C., Ball, L., Desbrow, B. and Leveritt, M. (2012). Students' perceptions of using Facebook as an interactive learning resource at university. Australasian Journal of Educational Technology, 28(7), 1221–1232.
38. İli, K. (2013). Sosyal Medya Ortam Ve Araçlarının Öğrenci Davranışlarına Etkisi (Gaziçiftliği Anadolu Lisesi Örneği). Yayımlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
39. Junco, R., Heiberger, G. and Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of computer assisted learning, 27(2), 119-132.
40. Kırksekiz, A. (2013). Sosyal Ağlardan Facebook’un Kullanımına İlişkin Öğretim Elemanlarının Görüşleri. Yayınlanmamış yüksek lisans tezi, Sakarya Üniversitesi, Eğitim Bilimleri Enstitüsü, Sakarya.
41. Konuk, N., ve Güntaş, S. (2019). Sosyal medya kullanımı eğitimi ve bir eğitim aracı olarak sosyal medya kullanımı. International Journal of Entrepreneurship and Management Inquiries, 3(4), 1-25.
42. Kuzu, E. B. (2014). Bilişim Teknolojileri Öğretmen Adayları Arasında Çevrimiçi Sosyal Ağların Öğretim Amaçlı Kullanımı. Yayınlanmamış doktora tezi, Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
43. Lam, L. (2012). An Innovative Research on the Usage of Facebook in the Higher Education Context of Hong Kong. Electronic Journal of E-learning, 10(4), 378-386.
44. Lane, S. D. (2013). Social Media & Communication Outcomes in Higher Ed. Academic Exchange Quarterly, 17(3).
45. Lane, S. D. and Lewis, T. N. (2013). The" digital divide", social media, and education-related outcomes. The Online Journal of New Horizons in Education, 3(2), 39–50.
46. Lannutti, P.J. & Strauman, E.C. (2006). Classroom communication: The ınfluence of ınstructor self-disclosure on student evaluations, Communication Quarterly, 54(1), 89-99, DOI: 10.1080/01463370500270496.
47. Liccardi, I., Ounnas, A., Pau, R., Massey, E., Kinnunen, P., Lewthwaite, S., Midy, M. and Sarkar, C. (2007). The role of social networks in students' learning experiences. In ACM Sigcse Bulletin, 39(4), 224–237.
48. Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I'll see you on “Facebook”: The effects of computermediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1-17.
49. Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2009). The effects of teacher self‐disclosure via Facebook on teacher credibility. Learning, Media and Technology, 34(2), 175–183. doi:10.1080/17439880902923655.
50. Mazer, J. P., & Hosek, A. M. (2012). Translating research into instructional practice: Instructor self-disclosure. National Communication Association Website: http://natcom.org/uploadedFiles/Teaching_and_Learning/Virtual_Faculty_Lounge/TRIP%20instr uctor%20self-disclosure.pdf
51. Munoz, C. and Towner, T. (2009). Opening Facebook: How to use Facebook in the college classroom. In Society for information technology & teacher education international conference (pp. 2623-2627). Association for the Advancement of Computing in Education (AACE).
52. Nkhoma, M., Cong, H. P., Au, B., Lam, T., Richardson, J., Smith, R. and El-Den, J. (2015). Facebook as a tool for learning purposes: Analysis of the determinants leading to improved students’ learning. Active Learning in Higher Education, 16(2), 87-101.
53. Oral, E. A. (1994). İntihar girişimi olan kadınların duygularını açma davranışı ile kaygı durumları arasındaki ilişki (Yayınlanmamış Yüksek lisans tezi). Hacettepe Üniversitesi, Ankara.
54. Özdamar, K. (1999). Paket programlar ile istatistiksel veri analizi (2. Baskı). Eskişehir: Kaan Kitabevi.
55. Özer, N., ve Dönmez, B. (2013). Güvenlik kameraları ve okul güvenliği: Bir ölçek geliştirme çalışması. Turkish Studies- International Periodical For The Languages, Literature and History of Turkish or Turkic. 8(3). 437–448.
56. Öztürk, M. F., ve Talas, M. (2015). Sosyal Medya ve Eğitim Etkileşimi. Zeitschrift Für Die Welt Der Türken/Journal Of World Of Turks, 7(1), 101-120.
57. Rouse, R.E. & Bradley, D. (1989). Personally shared reading: How teacher self-disclosure effects student self-disclosure, Middle School Journal, 20 (3), 34-38 DOI: 10.1080/00940771.1989.11495013.
58. Sang, W. (2014). The criteria of students’ and teachers’ comminication privacy management in Facebook and their effect on teacher- student relationship. Yayınlanmamış yüksek lisans tezi, Eğitim Fakültesi, Lapland Üniversitesi, Finlandiya.
59. Saylag, R. (2012). Facebook as a tool in fostering efl teacher’s establishment of ınterpersonal relations with students through self-disclosure. Social and Behavioral Sciences,82, 680– 685.
60. Seçer, İ. (2013). Spss ve lisrel ile pratik veri analizi. Ankara : Anı Yayıncılık.
61. Selçuk, Z. (1989). Üniversite Öğrencilerinin Kendini Açma Davranışları. (Yayınlanmamış Doktora Tezi). Hacettepe Üniversitesi, Ankara.
62. Smith, B. E. (2015). Enhancing Motivation through Student-teacher Facebook Relationships. People: International Journal of Social Sciences, 1(1), 34-41.
63. Song, H., Kim, J. & Park, N. (2019). I know my professor: teacher self-disclosure in online education and a mediating role of social presence, International Journal of Human–Computer Interaction, 35 (6), 448-455, DOI: 10.1080/10447318.2018.1455126.
64. Sorensen, G. (1989). The relationships among teachers’ self-disclosive statements, students’ perceptions, and affective learning. Communication Education, 38, 259-276.
65. Snell, W. E., Miller, R. S., & Belk, S. S. (1988). Development of the emotional self-disclosure scale. Sex Roles, 18(1-2), 59–73. doi:10.1007/bf00288017.
66. Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlilik. Ankara: Seçkin Yayıncılık.
67. Şimşek, Ö. F. (2007).Yapısal eşitlik modellemesine giriş: Temel ilkeler ve LISREL uygulamaları. Ankara: Ekinoks Yayıncılık.
68. Tarantino, K., McDonough, J. and Hua, M. (2013). Effects of student engagement with social media on student learning: A review of literature. The Journal of Technology in Student Affairs,1(8), 1-8.
69. Tarawneh, H. A. (2014). The influence of social networks on students’ performance. Journal of Emerging Trends in Computing and Information Sciences, 5(3), 200-205.
70. Tiryakioğlu, F. ve Erzurum, F. (2011, April). Bir eğitim aracı olarak ağların kullanımı. In 2nd International Conference on New Trends in Education and Their Implications (pp. 27-29).
71. Togay, A., Akdur, T. E., Yetişken, İ. C. ve Bilici, A. (2013). Eğitim süreçlerinde sosyal ağların kullanımı: Bir MYO deneyimi. XIV. Akademik Bilişim Konferansı, 28-30.
72. Tonbuloğlu, İ. ve İşman, A. (2014). Öğretmenlerin Sosyal Ağları Kullanım Profillerinin İncelenmesi (Exploring Teachers’ Social Network Usage). Bartın Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 320-338.
73. Topkaya, N. (2011). Psikolojik yardım alma niyetinin sosyal damgalanma, tedavi korkusu, beklenen yarar, beklenen risk ve tutum faktörleriyle modellenmesi (Doktora Tezi). Ege Üniversitesi, İzmir.
74. Tucker, B. G. (2012). Instructor self-disclosure as a classroom strategy. The Official Journal of the Georgia Communication Association, 82, 9-23.
75. Qian, H. & Scott, C.R. (2007). Anonymity and self-disclosure on weblogs. Journal of Computer-Mediated Communication, 12, 1428–1451.
76. Wheeless, L. R., & Grotz, J. (1976). Conceptualization and measurement of reported self‐disclosure. Human communication research, 2(4), 338-346.
77. Weiler, R. A. (2006). The effects of teacher self-disclosure of political views and opinions (Unpublished master's thesis). University of Central Florida, Orlando, FL.
78. Zardeckaite-Matulaitiene, K. & Paluckaite, U. (2013). The relation between teacher's self-disclosure and student's motivation to learn. European Scientific Journal, 9(28), 456-470. doi:10.1080/08824090902 861523
79. Zhang, S., Shi, Q., Tonelson, S.&Robinson, J. (2009). Pre-service and in-service teachers’ perceptions of appropriateness of teacher self-disclosure. Teaching and Teacher Education, 29, 1117-1124.