The Examination of Teachers’ Opinions about Self-Disclosure of Themselves on Social Media

Year 2020, Volume: 21 Issue: 1, 225 - 240, 30.04.2020

Mustafa Demir

https://doi.org/10.17679/inuefd.509492

Cited By: 1

Abstract

The aim of this study is to examine teachers' self-disclosure behaviors through social media according to their opinions. For this purpose, the phenomenological pattern of qualitative research design was used in the research. In the scope of the research, 18 teachers working at different levels in the 2018-2019 academic years were identified as the participants of the study. A semi-structured interview form with three questions was developed by the researcher to collect data and in line with the sub-problems of the study; data were collected through interviews with the participants. As a result of content analysis of the data obtained, It was found that the teachers disclose themselves to their students through their academic content, personal and private information, funny, social and current topics they share on social media. It has been revealed that teachers disclose themselves to social media students on the grounds that they make announcements and information, strengthen communication, increase participation and make the content more understandable. As a result of the teachers disclosing themselves through social media, it was revealed that the students got positive affective learning, increased their participation in the class, made the content more understandable and the students' academic achievement increased. In addition, it has been concluded that teachers’ disclosing themselves to their students through social media have positive effects on students' classroom performance.

Keywords

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

Öğretmenlerin Sosyal Medya Üzerinden Kendilerini Açmalarına İlişkin Görüşlerinin İncelenmesi

Abstract

Bu araştırmanın amacı, öğretmenlerin sosyal medya üzerinden kendilerini açma davranışlarının, öğretmen görüşlerine göre incelenmesidir. Bu amaç doğrultusunda araştırmada nitel araştırma desenlerinden olgubilim deseni kullanılmıştır. Araştırma kapsamında 2018–2019 eğitim öğretim yılında, farklı kademelerde görev yapan 18 öğretmen, araştırmanın katılımcıları olarak belirlenmiştir. Verilerin toplanması amacıyla araştırmacı tarafından geliştirilen üç soruluk yarı yapılandırılmış görüşme formu oluşturulmuş ve araştırmanın alt problemleri doğrultusunda veriler, katılımcılarla yapılan görüşmeler aracılığıyla toplanmıştır. Elde edilen verilerin içerik analizleri sonucunda, öğretmenlerin sosyal medyada yapmış oldukları akademik içerikli, kişisel ve özel bilgiler içeren, eğlenceli, sosyal içerikli ve güncel konularla ilgili paylaşımlar ve etkileşimler yoluyla öğrencilerine kendilerini açtıkları bulunmuştur. Öğretmenlerin, duyuru ve bilgilendirme yapma, iletişimi güçlendirme, katılımın artması ve içeriğin daha anlaşılır olması gerekçeleri ile kendilerini sosyal medya üzerinden öğrencilerine açtıkları ve öğretmenlerin sosyal medya üzerinden kendilerini açmaları sonucunda, öğrencilerin olumlu duyuşsal öğrenmeler edindiği, derse katılımlarının arttığı, içeriğin daha anlaşılır olduğu ve öğrencilerin akademik başarılarının arttığı ortaya çıkmıştır. Ayrıca öğretmenlerin sosyal medya üzerinden kendilerini öğrencilerine açmalarının öğrencilerin sınıf içi performanslarına olumlu etkilerinin de olduğu sonucuna ulaşılmıştır.

Keywords

Öğretmenlerin Kendini Açması, Sosyal Medya, Sosyal Medyada Kendini Açma

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