NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED554870
Record Type: Non-Journal
Publication Date: 2011
Pages: 142
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-3168-4
ISSN: N/A
Perceptions of In-Service Teachers on Their Interactions and Behaviors on Facebook: A Phenomenological Study
Bradley, Tabitha Lynn
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
Teachers in the United States are using Facebook as a way to communicate and interact with family, friends and members of the school community. While Facebook has become a tool for this communication, many teachers are being reprimanded for their actions and interactions on the social networking website. The purpose of this qualitative phenomenological study using the van Kaam data analysis method was to determine the perceptions of educators on their actions and interactions on Facebook. The study involved online interviews of ten teachers who were in-service, taught in public or private schools in the United States and were members of Facebook. Based on the findings of the current study, teachers identified several themes of perceptions of their interactions on Facebook. Results of the study imply that teachers experience perceptions of their actions as similar whether they are posting from home or school. Recommendations based on the current study include creating proactive guidelines and policy to avoid situations that might occur as a result of teacher misbehaviors online. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A