Evaluating the Influence of Social Media Communities on Teachers’ Professional Development

Abstract

This study explores the usage of social media by early childhood teachers in public schools in the United Arab Emirates for the purpose of professional development. Despite growing interest in online learning and social media, limited studies have examined how this type of informal learning can enhance teacher skills. This study investigates what platforms teachers use for professional development, how participation and engagement in social media platforms contribute to the professional development of teachers, and what policies are implemented regarding social media use for the professional development of teachers. The study was conducted using a combination of qualitative and quantitative design, and the data collected from 57 participants was through an online survey. The findings indicate that teachers actively use different social media platforms for professional purposes; teachers highlighted that engagement in online communities improved their skills and that there are inconsistencies in institutional policies regarding social media use for professional development. Findings have important implications for policymakers and educational institutes that seek to develop teacher training through social media. The study underscores the need for clearer guidelines and institutional support to ensure that teachers can professionally engage in online learning communities. Keywords: Teacher professional development, social media, early childhood teachers