Assessment of School Administrators’ Views Toward Social Media

2018 ◽  
pp. 357-369
Author(s):  
Mücella Savaş Yalçın
Keyword(s):  
Social Media ◽  
School Administrators

scholarly journals An Examination of Social Media Reportage and Its Impact Towards Promoting School Development in Nigeria: A Study of Success Adegor’s Viral Video

2021 ◽  
Vol 11 (2) ◽  
pp. 189
Author(s):  
Majority Oji ◽  
Paul Bebenimibo
Keyword(s):  
Social Media ◽  
Primary Schools ◽  
School Administration ◽  
School Administrators ◽  
Video Clip ◽  
Positive Association ◽  
Strong Relationship ◽  
Viral Video ◽  
Short Video ◽  
Practical Experiences

The study investigates Stephanie Idolor’s short video clip on Miss Success Adegor’s school fees payment saga that went viral in social media. The study aims to establish whether discussions on social media have impact on society particularly in the area of school administration. The findings resonated with a high awareness of 78% creating grand means of between 1.556 to 1.784 on all measurable items on knowledge to activate practical experiences at 0.05 level of significant to show that a strong relationship exists between the Stephanie Idolor’s short video clip on Miss Success Adegor and the desire of teachers, parents, and school administrators to intervene in the administration of primary schools in Nigeria. The findings are further substantiated with 2.373 and 0.8499 coefficient scores for awareness and knowledge at positive levels to suggest that both variables have a positive association with the administration of primary schools in Nigeria.   Received: 2 January 2021 / Accepted: 21 February 2021 / Published: 5 March 2021

scholarly journals SCHOOL ADMINISTRATORS’ AND TEACHERS’ VIEWS ABOUT THE USE OF SOCIAL MEDIA AT SCHOOLS AS A NEW PLATFORM IN ORGANIZATIONAL COMMUNICATION

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Emine Doğan ◽  
Mehmet Sabir Çevik
Keyword(s):  
Qualitative Research ◽  
Social Media ◽  
Organizational Communication ◽  
Sampling Method ◽  
School Administrators ◽  
Descriptive Analysis ◽  
Communication Tool ◽  
Negative Effects ◽  
Positive Effects ◽  
Use Of Social Media

<p>This research aimed to evaluate the school administrators’ and teachers’ views about the use of social media at schools as a new platform in organizational communication. Phenomenology, a qualitative research model, was used in the research. A total of 17 participants who were included in the research (school administrators and teachers) were selected by using the purposive sampling methods that were well-suited to the qualitative research studies, namely, the “maximum variation sampling method” and the “criterion sampling method”. Participants’ views were received via semi-structured and in-depth interviews. The research data were analyzed by using the NVivo 12.0 software. The inductive descriptive analysis, content analysis, and the constant comparison technique were utilized in the interpretation of interview texts. In this context, the participants’ views were grouped under the themes of “views about the definition of social media”, “views about whether the use of social media at schools is necessary”, “views about the purpose of using social media at schools”, “views about the likely effects of using social media at schools”, and “views about recommending the use of social media at schools”. In the research, the participants stated that they viewed social media as a communication tool, the use of social media at schools was necessary, social media platforms could be used for education &amp; instruction and giving (sharing) information, social media could have positive effects besides negative effects, and certain societal, technical, and legal measures should be taken to assure that the social media was used effectively. To ensure the professional use of social media at schools, it is recommended that educators undergo professional development.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0987/a.php" alt="Hit counter" /></p>

scholarly journals The Roles and Responsibilities of School Administrators during the Emergency Remote Teaching Process in Covid-19 Pandemic

2021 ◽  
Vol 6 (4) ◽  
pp. 870-901
Author(s):  
Sadegül Akbaba Altun ◽  
◽  
Mustafa Bulut ◽  
Keyword(s):  
Social Media ◽  
School Administrators ◽  
Communication Styles ◽  
Online Classes ◽  
Roles And Responsibilities ◽  
Qualitative Research Design ◽  
Use Of Technology ◽  
Management Processes ◽  
Digital Management ◽  
K 12

When Covid 19 pandemic started, schools in Turkey, as in many parts of the World, were closed and then emergency remote teaching started. The purpose of this study is to explain the roles and responsibilities of school administrators related to emergency remote teaching after schools were closed. In order to reveal the purpose above, this research was carried out in qualitative research design. 105 school administrators from different regions of Turkey and different school levels participated the study. The data were collected through a Google Drive form with open-ended questions. The collected data were analyzed with content and descriptive analyses. The findings showed that the roles and responsibilities of the school administrators regarding emergency remote teaching included planning the process, starting online classes, opening different social media accounts, managing the online program, solving the adaptation problems of students and teachers, monitoring the actions taken and motivating teachers, students, parents; communication and finally it has been seen that they are in the act of transition to and maintaining digital management. During the Covid 19 pandemic, school administrators have mostly done “communication”. There were also changes in the communication styles of school administrators and social media tools were used effectively. The intensive use of technology in this period has caused changes in management processes and managers have mostly talked about digital management. The exhausting aspects of digital management are expressed as well as the facilitating ones. Since emergency remote teaching is not a common case in the K-12 Turkish education system, the roles and responsibilities of school administrators during such emergency periods have not been studied in national context yet. Therefore, what school administrators did in relation to remote teaching during this Covid 19 period was explored.

scholarly journals Impacts of school shooter drills on the psychological well-being of American K-12 school communities: a social media study

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Mai ElSherief ◽  
Koustuv Saha ◽  
Pranshu Gupta ◽  
Shrija Mishra ◽  
Jordyn Seybolt ◽  
...  
Keyword(s):  
Social Media ◽  
School Safety ◽  
School Administrators ◽  
Interrupted Time Series ◽  
Well Being ◽  
Interrupted Time Series Analysis ◽  
School Communities ◽  
Media Study ◽  
K 12 ◽  
Do So

AbstractThe toll from gun violence in American K-12 schools has escalated over the past 20 years. School administrators face pressure to prepare for possible active shootings, and often do so through drills, which can range from general lockdowns to simulations, involving masked “shooters” and simulated gunfire, and many variations in between. However, the broad and lasting impact of these drills on the well-being of school communities is poorly understood. To that end, this article applies machine learning and interrupted time series analysis to 54 million social media posts, both pre- and post-drills in 114 schools spanning 33 states. Drill dates and locations were identified via a survey, then posts were captured by geo-location, school social media following, and/or school social media group membership. Results indicate that anxiety, stress, and depression increased by 39–42% following the drills, but this was accompanied by increases in civic engagement (10–106%). This research, paired with the lack of strong evidence that drills save lives, suggests that proactive school safety strategies may be both more effective, and less detrimental to mental health, than drills.

Social media marketing and communications strategies for school superintendents

2014 ◽  
Vol 52 (6) ◽  
pp. 850-868 ◽  
Author(s):  
Daniel D. Cox ◽  
Scott McLeod
Keyword(s):  
Social Media ◽  
Professional Growth ◽  
Media Use ◽  
School Administrators ◽  
Qualitative Interviews ◽  
School Superintendents ◽  
Social Media Use ◽  
Content Type ◽  
The Usa ◽  
Social Media Tools

Purpose – The purpose of this paper is to describe, analyze, and interpret the experiences of school superintendents who use multiple social media tools with stakeholders as part of their comprehensive communications practices. Additionally, it examined why superintendents have chosen to communicate with their stakeholders through social media. Design/methodology/approach – Qualitative interviews were conducted with a total of 12 school superintendents; three each from the northeast, south, midwest, and west regions of the USA and Canada. Findings – Six themes emerged from the 12 qualitative interviews with the superintendents and from the internet data regarding their social media use. The six emergent themes included: (1) more immediate and more frequent interactions between school superintendents and their stakeholders; (2) greater transparency regarding decision-making and budgeting processes; (3) impact on a school superintendent's personal and professional growth; (4) stronger connections to local stakeholders, to fellow educators, and to the world; (5) use is an expectation: it is no longer optional; and (6) accessing information from the superintendent in a multi-modal way. Research limitations/implications – This study was limited to the perceptions of superintendents who currently use two or more forms of social media to communicate with their stakeholders. The study did not include the thoughts and perceptions of superintendents who are only experimenting with social media use, those who have not been able to engage their stakeholders in two-way conversations, or those who have not yet implemented social media as part of a comprehensive communications approach. Practical implications – Implications are provided for school administrators, boards of education, and educational leadership programs. Originality/value – A unique study into the experiences of school superintendents who use multiple social media tools as part of their communications practices with stakeholders.

Administrators’ professional learning via Twitter: the dissonance between beliefs and actions

2016 ◽  
Vol 54 (3) ◽  
Author(s):  
Vincent Cho
Keyword(s):  
Social Media ◽  
Public Relations ◽  
Professional Learning ◽  
Online Community ◽  
Design Methodology ◽  
School Administrators ◽  
The United States ◽  
Future Research ◽  
Structured Interviews ◽  
Practical Implications

Purpose Although there has been increasing optimism about the potential for social media platforms such as Twitter to support educators’ professional learning, it is yet unclear whether such promises hold true. Accordingly, the purpose of this study is to explore school administrators’ use of Twitter for professional learning. Design/methodology/approach This qualitative case study draws data collected from 17 school administrators from throughout the United States and Canada. In addition to individual, semi-structured interviews, administrators’ tweets were collected for two weeks. This resulted in 1460 tweets. Analyses were aimed at perceptions about Twitter, the knowledge shared, and its impact on practice. Findings Findings presented a paradox: although administrators were enthusiastic about the social and professional benefits associated with Twitter, they did not share or apply much knowledge commonly associated with administrator work. Topically, administrators’ tweets tended to focus on technology, rather than other leadership issues. Also, administrators’ informal tweets focused on norms and relationships in the online community, rather than other dimensions to leadership craft. What’s more, leaders were rarely able to point to direct changes in their school policies or practices resulting from Twitter. Research limitations/implications The present study raises issues for future research, including: How do administrators evaluate the expertise of peers or other resources online? How do leaders negotiate conflict or dialogue online? How might leaders leverage social media as public relations tools? Practical implications Whereas popular media have described the benefits of platforms like Twitter in broad strokes, the present study provides a detailed account of the practitioner experience. This account includes not only descriptions of what leaders might (or might not) be learning via Twitter, but also some of the benefits of being able to socialize with colleagues online. Originality/value As social media use has grown, so has interest in using such platforms for professional learning. However, there is a gap in knowledge regarding the strengths and shortfalls facing administrators. This study breaks new ground by comparing Twitter's purported benefits to user's tweets and outcomes.

scholarly journals Pendampingan Pemanfaaatan Media Sosial sebagai Sarana Membangun Citra Pondok Pesantren Nurul Mustafa Al-Husaini

2021 ◽  
Vol 3 (1) ◽  
pp. 1-9
Author(s):  
Andi Yusika Rangan ◽  
Siti Qomariah ◽  
Amelia Yusnita
Keyword(s):  
Social Media ◽  
Public Relations ◽  
Human Resources ◽  
School Administrators ◽  
Boarding School ◽  
Branding Strategy ◽  
Media Processing ◽  
Digital Branding ◽  
The Right

Public relations (public relations) are one of the processes in building the image of an institution. Social media has emerged as a flexible and informative means of communication. Social media is one of them because of features such as sharing text or writing, photos and videos. with assistance carried out in terms of making social media, processing content and publishing content on facebook, instagram and youtube, boarding school administrators can interact with the wider community, improve the image of the institution despite the limited human resources and funding with the right digital branding strategy.

scholarly journals Texts, Lies, and Mediascapes: Communication Technologies and Social Media as Risk in the Educational Landscape

2021 ◽  
pp. 16-33
Author(s):  
Samuel Pelkey ◽  
Bonnie Stelmach ◽  
Darryl Hunter
Keyword(s):  
Social Media ◽  
News Media ◽  
School Administrators ◽  
Digital Communications ◽  
Communication Technologies ◽  
Social Amplification Of Risk ◽  
Grass Roots ◽  
Risk Framework ◽  
Social Amplification

Studies have shown how digital communications impact administrators’ work, but few have looked at the reputational risks to school administrators incurred through social media and digital communications. This Alberta case study looks at risk through Kasperson et. al’s (1988) social amplification of risk framework for an exclusion room controversy. Twitter responses are analyzed and interpreted over a longitudinal, 5-year period. Despite school administrators’ perceptions that risk might be generated on social media from community-led, grass-roots sources, traditional figures and agencies such as provincial news media and politicians appear more influential than school administrators, teachers, or parents in the Twitterverse. Implications are drawn for educational administrative behaviour and policy.

scholarly journals In Circulation of Hatred Speeches in Educational Institutes: A Review from the Literature about the Role of Social Media

2021 ◽  
Vol 4 (2) ◽  
pp. 605-611
Author(s):  
Shazad Ali ◽  
Mubashrah Jamil ◽  
Allay Haider Urooj
Keyword(s):  
Social Media ◽  
Sexual Harassment ◽  
Qualitative Study ◽  
Learning Process ◽  
Hate Speech ◽  
School Administrators ◽  
Gender Violence ◽  
Age Group ◽  
Teaching Learning

Hate is a negative emotional phenomenon whose characteristics are anger, contempt or disgust. This emotional attitude sometimes leads towards revenge in the form of criminal act. This situation may challenge the school administrators to keep teaching-learning process smooth and effective. Hate speeches on social media is a common exercise among all age group people. Educational institutes are also under attack due to these practices. Students are permanently and continuously connected on social media. They are less prepared and trained to deal with online hate speeches. This qualitative study has focused this issue and derived results from literature. Racism, homophobia, religious biasedness, trans-phobia and sexual harassment are common social media generated problems in educational institutes which are types of online hate speech. It is therefore, suggested at the end of this study that students must be trained and taught about gender violence and discrimination; raise awareness about the importance and positive usage of media and digital based information.

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