A QUALITATIVE STUDY ON THE CONTRIBUTION OF EDUCATIONAL ADMINISTRATORS’ USE OF SOCIAL MEDIA TO EDUCATIONAL ADMINISTRATION
DOI:
https://doi.org/10.46827/ejes.v0i0.1031Keywords:
educational administration, social media, instructional leadership, change management, communicationAbstract
The phenomenology design which is one of the qualitative research methods was employed in this research that aimed to reveal the contribution of educational administrators’ usage of social media to educational administration. The research is an explanatory study survey model. The study groups were selected using convenience sampling method. In-depth interviews were conducted using a semi-structured interview form consisting of three themes along with their subthemes that is developed by the researcher as the data collection tool. It is revealed that the social media has an effect on school administration and it should be used effectively implying that every school administrator should know how to use social media consciously. It can be asserted that some educational administrators can use social media tools effectively and in a manner that can contribute to educational administration. It is concluded that effective social media use should contribute to school administration, but school administrators rather use social media to share information with teachers, and also school administrators should exhibit instructional leadership to teachers and students through effective social media use, but school administrators do not have enough knowledge and experience of instructional leadership. It can be stated that school administrators do not have enough experience in creating a vision and bringing team spirit.
Article visualizations:
References
Acar, S., & Yenmiş, A. (2014). Eğitimde Sosyal Ağların Kullanımına İlişkin Öğrenci Görüşlerini Belirlemeye Yönelik Bir Araştırma: Facebook Örneği. Electronic Journal of Vocational Colleges. BÜROKON Özel Sayısı
Baker, C., & Wuest, J., & Stern, P.N. (1992). Method slurring: the grounded theory/ phenomenology example. Journal of Advanced Nursing, 17, 1355-1360.
Cho, V., & Jimerson, B. (2016). Managing digital identity on Twitter: The case of school administrators. Educational Management Administration & Leadership 1–17. DOI: 10.1177/1741143216659295
Grant, N. (2008). On the Usage of Social Networking Software Technologies in Distance Learning Education. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education. International Conference. Chesapeake, VA: AACE.
Greenhow, C., & Lewin, C. (2015). Social media and education: reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, Vol. 41, No. 1, 6–30.
Jasper, M.A. (1994). Issues in phenomenology for researchers of nursing. Journal of Advanced Nursing, 19, 309-314.
Jenkins, M. A., & Wright, S. L. and Johnson, B. (2013). Development and Validation of a Social Media Use Integration Scale. Psychology of Popular Media Culture. Vol. 2, No. 1, 38–50.
Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education 58 (2012) 162–171
Kümbetoğlu, B. (2005). Sosyolojide ve antropolojide niteliksel yöntem ve araştırma. İstanbul: Bağlam Yayıncılık.
10. Krutka, D. G., & Carpenter, J.P. (2016). Why Social Media Must Have a Place in Schools. Kappa Delta Pi Record, 52: 6–10. DOI: 10.1080/00228958.2016.1123048
Mazman, S. (2009). Sosyal Ağların Benimsenme Süreci ve Eğitsel Bağlamda Kullanımı. Yayımlanmamış Yüksek Lisans Tezi. Ankara: Hacettepe Üniversitesi, Fen Bilimleri Enstitüsü.
Menteşe, M. (2013). Sosyal Medya Ortam ve Araçlarının Eğitimde Kullanımına İlişkin Okul Yöneticilerinin ve Öğretmenlerin Görüşleri. (Yayımlanmamış Yüksek Lisans tezi). Ankara: Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü.
Miller, S. (2003). Analysis of phenomenological data generated with children as research participants. Nurse Researcher, 10 (4), 68-82.
Muijs, D., & West, M., & Ainscow, M. (2010). “Why network? Theoretical perspectives on networking,” School Effectiveness and School Improvement.
Mora, H., & Pont, M. T., & Casado, G. M., & Iglesias, V. G. (2015). Management of social networks in the educational process. Computers in Human Behavior 51- 890–895.
Özdem, G., & Demir, A. (2015). Okul Yöneticilerinde Sanal Kaytarma Davranışı. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3): 1029-1042.
Özmen, F., & Aküzüm, C., & Sünkür, M., & Baysal, N.(2011). Sosyal Ağ Sitelerinin Eğitsel Ortamlardaki İşlevselliği. 6th International Advanced Technologies Symposium (IATS’11), 16-18 May 2011, Elazığ, Turkey
Patel, R. M. (2002). Phenomenoloji: History, its methodological assumptions and application. Mini-dissertation. (Unpublished master’s thesis). Rand Afrikaans University.
Selwyn, N., & Lyndsay G. L. (2009). Researching the realities of social software use an introduction, Learning, Media and Technology, 34(2), 79-86.
Weinberg, T (2009). The New Community Rules: Marketing On The Social Rules, O’Reilly Media, USA.
Wimpenny, P., & Gass, J. (2000). Interviewing in phenomenology and grounded theory: is there a difference? Journal of Advanced Nursing, 31(6), 1485-1492.
http://www.dijitalajanslar.com/internet-ve-sosyal-medya-kullanici-istatistikleri 2016/ erişim 01.02.2017
Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. (9. Baskı). Ankara: Seçkin Yayınları.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
