The Pedagogical Influencers: A Phenomenological Study on the Impact of Teachers’ Social Media Content on Students’ Perspectives and Behaviors

This study explored the lived experiences of junior high school students regarding the impact of teachers' social media content on their perspectives and behavior. Specifically, it examined how students experienced and interpreted teachers' social media posts, the influence of such content on their interest in learning, academic engagement, study habits, and behavior, the positive effects and challenges associated with teachers' online presence, students' perceptions of teachers as educators and educational influencers, and their suggestions for the responsible use of social media in education. The study employed a qualitative psychological phenomenological research design using semi-structured interviews with eight purposively selected Junior High School students in one of the School in the Division of Negros Occidental, consisting of two Grade 7, two Grade 8, two Grade 9, and two Grade 10 students. Data were analyzed through thematic analysis to identify significant patterns and meanings from the participants’ lived experiences. The findings revealed that teachers' social media presence generally produced positive educational outcomes by strengthening teacher-student relationships, increasing students' motivation, improving academic engagement, promoting positive study habits, and extending learning beyond the classroom. However, the participants also emphasized the importance of maintaining professionalism, ethical boundaries, privacy, and responsible online behavior to preserve teachers' credibility as role models. The study concluded that teachers' responsible and purposeful use of social media complemented classroom instruction and positively influenced students' perspectives and educational experiences. The findings contributed to a deeper understanding of the educational implications of teachers' digital presence and provided insights that may guide schools and educators in promoting responsible and meaningful social media engagement.

Pedagogical Influencers, Teacher Content Creation, Student Behaviors

1. a. Books [Google Scholar] [Crossref]

2. Bandura, A. (1977). Social learning theory. Prentice Hall. [Google Scholar] [Crossref]

3. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. [Google Scholar] [Crossref]

4. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications. [Google Scholar] [Crossref]

5. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass. [Google Scholar] [Crossref]

6. Moustakas, C. (1994). Phenomenological research methods. SAGE Publications. [Google Scholar] [Crossref]

7. Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 365–386). Springer. https://doi.org/10.1007/978-1-4614-2018-7_17 [Google Scholar] [Crossref]

8. b. Articles/ Journals/Publications/Magazines [Google Scholar] [Crossref]

9. Adade, A., Osei, M., & Kwarteng, K. (2025). Digital extensions of the classroom: Student perceptions of teacher social media identity. Journal of Educational Media, 12(1), 45–59. [Google Scholar] [Crossref]

10. Aguilar, S. J., Bush, K., & Sandoval, J. (2021). What is the role of social media in teacher professional development? Evidence from teachers’ online learning networks during COVID-19. AERA Open, 7, 1–18. https://doi.org/10.1177/23328584211063898 [Google Scholar] [Crossref]

11. Al-Rahmi, W. M., Yahaya, N., Alamri, M. M., Aljarboa, N. A., Alturki, U., & Aljeraiwi, A. (2020). Social media use and its impact on students’ learning and academic performance: The moderating role of social media engagement. Education and Information Technologies, 25(1), 351–373. [Google Scholar] [Crossref]

12. https://doi.org/10.1007/s10639-019-10064-8 [Google Scholar] [Crossref]

13. Alamri, M. M., Almaiah, M. A., & Al-Rahmi, W. M. (2021). The role of social media in improving students’ academic engagement. Education Sciences, 11(11), Article 678. [Google Scholar] [Crossref]

14. https://doi.org/10.3390/educsci11110678 [Google Scholar] [Crossref]

15. Alhazmi, A. A., & Kaufmann, A. (2022). Phenomenological qualitative methods applied to the analysis of cross-cultural experience in novel educational social contexts. Frontiers in Psychology, 13, Article 785134. https://doi.org/10.3389/fpsyg.2022.785134 [Google Scholar] [Crossref]

16. Alshalawi, A. S. (2022). The influence of social media networks on learning performance and students’ perceptions of their use. Contemporary Educational Technology, 14(4), Article ep378. https://doi.org/10.30935/cedtech/12164 [Google Scholar] [Crossref]

17. Ansari, J. A. N., & Khan, N. A. (2020). Exploring the role of social media in collaborative learning among university students. International Journal of Educational Technology in Higher Education, 17(1), Article 32. https://doi.org/10.1186/s41239-020-00207-5 [Google Scholar] [Crossref]

18. Aydoğmuş, M., Tut, E., & Karadağ, Y. (2023). Teachers’ experiences regarding the use of social media for educational purposes. International Journal of Psychology and Educational Studies, 10(1), 69–82. https://doi.org/10.52380/ijpes.2023.10.1.1012 [Google Scholar] [Crossref]

19. Bautista, R., & Sanchez, M. (2025). The pedagogical influencer: Emerging roles of teachers in the digital age. Philippine Educational Review, 18(1), 102–115. [Google Scholar] [Crossref]

20. Bennett, S., Maton, K., & Kervin, L. (2021). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 52(2), 775–786. [Google Scholar] [Crossref]

21. https://doi.org/10.1111/bjet.13055 [Google Scholar] [Crossref]

22. Boulianne, S. (2020). Twenty years of digital media effects on civic and political participation. New Media & Society, 22(3), 409–429. [Google Scholar] [Crossref]

23. https://doi.org/10.1177/1461444819893974 [Google Scholar] [Crossref]

24. Carpenter, J. P., Morrison, S. A., Craft, M., & Lee, M. (2020). How and why are educators using Instagram? Teaching and Teacher Education, 96, Article 103149. [Google Scholar] [Crossref]

25. https://doi.org/10.1016/j.tate.2020.103149 [Google Scholar] [Crossref]

26. Carpenter, J. P., Trust, T., & Krutka, D. G. (2021). Educator professional learning networks on social media: Dynamics and impacts. Journal of Research on Technology in Education, 53(4), 410–428. https://doi.org/10.1080/15391523.2020.1812232 [Google Scholar] [Crossref]

27. Chan, N. T. B. (2025). The use of social media for student-led initiatives in education. Journal of Medical Internet Research, 27, Article e12174642. [Google Scholar] [Crossref]

28. https://doi.org/10.2196/12174642 [Google Scholar] [Crossref]

29. Chang, C.-C., & Wang, Y.-H. (2021). Using phenomenological methodology with thematic analysis to examine and reflect on commonalities of instructors’ experiences in MOOCs. Education Sciences, 11(5), Article 203. https://doi.org/10.3390/educsci11050203 [Google Scholar] [Crossref]

30. Chugh, R., & Ruhi, U. (2021). Social media in higher education: A literature review of Facebook. Education and Information Technologies, 26(2), 2157–2187. [Google Scholar] [Crossref]

31. https://doi.org/10.1007/s10639-020-10290-3 [Google Scholar] [Crossref]

32. Deng, R., & Tavares, N. J. (2021). Students’ engagement in online dictionary use during social media-assisted language learning. Computer Assisted Language Learning, 34(8), 1085–1108. https://doi.org/10.1080/09588221.2019.1658608 [Google Scholar] [Crossref]

33. Dimacangun, F. E., & Guillena, J. (2023). Social media usage and the academic performance of Filipino junior high school students. International Journal of Educational Management and Development Studies, 4(2), 187–206. https://doi.org/10.53378/352994 [Google Scholar] [Crossref]

34. Dodgson, J. E. (2023). Psychological phenomenology: Exploring human experience. Journal of Human Lactation, 39(1), 12–16. [Google Scholar] [Crossref]

35. https://doi.org/10.1177/08903344221139452 [Google Scholar] [Crossref]

36. Dörfler, V., & Stierand, M. (2021). Bracketing: A phenomenological theory applied through transpersonal reflexivity. Journal of Organizational Change Management, 34(4), 778–793. [Google Scholar] [Crossref]

37. https://doi.org/10.1108/JOCM-12-2019-0393 [Google Scholar] [Crossref]

38. Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11 [Google Scholar] [Crossref]

39. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept and state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059 [Google Scholar] [Crossref]

40. Fredricks, J. A., Reschly, A. L., & Christenson, S. L. (2019). Interventions for student engagement: Overview and state of the field. School Psychology Review, 48(4), 291–297. https://doi.org/10.1080/02796015.2019.12087553 [Google Scholar] [Crossref]

41. Fuchs, K. (2022). An exploratory interview study about student perceptions of using social media to facilitate their undergraduate studies. Frontiers in Education, 7, Article 834391. https://doi.org/10.3389/feduc.2022.834391 [Google Scholar] [Crossref]

42. Green, L., & Howard, C. (2023). Reconceptualizing authority in digital spaces: Student perceptions of online teacher personas. Teaching in Higher Education, 28(4), 882–899. https://doi.org/10.1080/13562517.2022.2031245 [Google Scholar] [Crossref]

43. Greenhow, C., & Chapman, A. (2020). Social distancing meet social media: Digital tools for connecting students, teachers, and citizens in an emergency. Information and Learning Sciences, 121(5/6), 341–352. https://doi.org/10.1108/ILS-04-2020-0134 [Google Scholar] [Crossref]

44. Greenhow, C., & Lewin, C. (2016). Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6–30. https://doi.org/10.1080/17439884.2015.1064954 [Google Scholar] [Crossref]

45. Greenhow, C., Galvin, S. M., Brandon, D. L., & Askari, E. (2020). A decade of research on K–12 teaching and teacher learning with social media: Insights on the state of the field. Teachers College Record, 122(6), 1–72. https://doi.org/10.1177/016146812012200602 [Google Scholar] [Crossref]

46. Greenhow, C., Lewin, C., & Staudt Willet, K. B. (2023). The modern teacher-creator: Navigating digital pedagogy and public identities. Computers & Education, 194, Article 104689. https://doi.org/10.1016/j.compedu.2022.104689 [Google Scholar] [Crossref]

47. Gulzar, M. A., Ahmad, M., Hassan, M., & Rasheed, M. I. (2022). How social media use is related to student engagement and creativity. Behaviour & Information Technology, 41(11), 2450–2464. https://doi.org/10.1080/0144929X.2021.1917660 [Google Scholar] [Crossref]

48. Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18(1), Article 38. [Google Scholar] [Crossref]

49. https://doi.org/10.1186/s12909-018-1144-z [Google Scholar] [Crossref]

50. Hossain, M. S., Alam, M. K., & Ali, M. S. (2024). Phenomenological approach in the qualitative study: Data collection and saturation. ICRRD Journal, 5(2), 147–172. [Google Scholar] [Crossref]

51. https://doi.org/10.53272/icrrd.v5i2.4 [Google Scholar] [Crossref]

52. Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of social media. Business Horizons, 53(1), 59–68. [Google Scholar] [Crossref]

53. https://doi.org/10.1016/j.bushor.2009.09.003 [Google Scholar] [Crossref]

54. Kwaah, C. Y., & Essilfie, G. (2024). Social media use among basic school teachers in Ghana: Opportunities and challenges. Cogent Education, 11(1), Article 2310978. [Google Scholar] [Crossref]

55. https://doi.org/10.1080/2331186X.2024.2310978 [Google Scholar] [Crossref]

56. Lampropoulos, G., Siakas, K., Makkonen, P., & Siakas, E. (2021). A 10-year longitudinal study of social media use in education. International Journal of Technology in Education, 4(3), 373–398. https://doi.org/10.46328/ijte.123 [Google Scholar] [Crossref]

57. Lapada, A. A., Miguel, F. F., Robledo, D. A., & Alam, Z. F. (2020). Teachers’ COVID-19 awareness, distance learning education experiences and perceptions toward institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127–144. [Google Scholar] [Crossref]

58. https://doi.org/10.26803/ijlter.19.6.8 [Google Scholar] [Crossref]

59. Manca, S. (2020). Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. The Internet and Higher Education, 44, Article 100707. https://doi.org/10.1016/j.iheduc.2019.100707 [Google Scholar] [Crossref]

60. Manca, S., & Ranieri, M. (2019). Is Facebook still a suitable technology-enhanced learning environment? Journal of Computer Assisted Learning, 35(1), 1–18. [Google Scholar] [Crossref]

61. https://doi.org/10.1111/jcal.12354 [Google Scholar] [Crossref]

62. Mazer, J. P. (2023). Teacher self-disclosure on social networking sites: Student perceptions and learning outcomes. Communication Education, 72(1), 89–104. [Google Scholar] [Crossref]

63. https://doi.org/10.1080/03634523.2022.2104521 [Google Scholar] [Crossref]

64. Moghavvemi, S., Sulaiman, A., Jaafar, N. I., & Kasem, N. (2021). Social media as a complementary learning tool for teaching and learning: The role of social media literacy and academic engagement. International Journal of Educational Technology in Higher Education, 18(1), Article 22. [Google Scholar] [Crossref]

65. https://doi.org/10.1186/s41239-021-00263-7 [Google Scholar] [Crossref]

66. Mohapatra, M., & Satpathy, S. P. (2022). Interpretative phenomenological analysis: A constructive approach in qualitative research. IOSR Journal of Humanities and Social Science, 27(3), 39–45. [Google Scholar] [Crossref]

67. Mortari, L., Ubbiali, M., & Silva, R. (2023). Amadeo Giorgi’s descriptive phenomenological psychological method: Foundations and execution. Qualitative Research in Psychology, 20(2), 210–235. https://doi.org/10.1080/14780887.2022.2154382 [Google Scholar] [Crossref]

68. Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A step-by-step process of thematic analysis to develop a conceptual model in qualitative research. International Journal of Qualitative Methods, 22, 1–18. https://doi.org/10.1177/16094069231205789 [Google Scholar] [Crossref]

69. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y [Google Scholar] [Crossref]

70. Perez, E., Manca, S., Fernández-Pascual, R., & McGuckin, C. (2023). A systematic review of social media as a teaching and learning tool in higher education. Education and Information Technologies, 28, 11921–11950. https://doi.org/10.1007/s10639-023-11647-2 [Google Scholar] [Crossref]

71. Purnama, Y. (2023). The role of social media in students’ social perception and interaction: Implications for learning and education. TACIT: Journal of Education and Social Research, 1(2), 45–58. [Google Scholar] [Crossref]

72. Rehm, M., & Notten, A. (2021). Twitter as a tool for learning and engagement in higher education. Education and Information Technologies, 26(4), 4035–4053. [Google Scholar] [Crossref]

73. https://doi.org/10.1007/s10639-020-10363-3 [Google Scholar] [Crossref]

74. Reyes, M. L., Santos, D. R., & Cruz, J. P. (2025). Ensuring rigor and trustworthiness in qualitative educational research. Philippine Journal of Qualitative Inquiry, 8(1), 12–29. [Google Scholar] [Crossref]

75. Ruslin, R., Mashuri, S., Rasak, M. S. A., Alhabsyi, F., & Syam, H. (2022). Semi-structured interview: A methodological reflection on the development of a qualitative research instrument in educational studies. IOSR Journal of Research & Method in Education, 12(1), 22–29. [Google Scholar] [Crossref]

76. https://doi.org/10.9790/7388-1201052229 [Google Scholar] [Crossref]

77. Salmons, J. (2023). Meaning-making in qualitative data collection: Phenomenological perspectives. International Journal of Social Research Methodology, 26(3), 311–325. https://doi.org/10.1080/13645579.2022.2110984 [Google Scholar] [Crossref]

78. Samala, A. D., Rawas, S., Criollo-C, S., Bojic, L., Prasetya, F., Ranuharja, F., Marta, R., Anori, S., & Indarta, Y. (2024). Social media in education: Trends, roles, challenges, and opportunities for digital-native generations—A systematic literature review. Asian Journal of University Education, 20(3), 524–539. https://doi.org/10.24191/ajue.v20i3.28105 [Google Scholar] [Crossref]

79. Saputra, A. (2025). Social learning through digital mentorship: How secondary students process teacher-creators. Asian Journal of Educational Technology, 14(1), 77–91. [Google Scholar] [Crossref]

80. Schroeder, S. E., Curcio, R., & Lundgren, L. (2022). Cultivating 21st-century critical curriculum literacy with teacher social media use. Journal of Teacher Education, 73(4), 415–429. https://doi.org/10.1177/00224871221075279 [Google Scholar] [Crossref]

81. Schroeder, S. E., Lundgren, L., & Curcio, R. (2020). Teacher learning on social media: A execution of participatory culture. Journal of Technology and Teacher Education, 28(4), 601–623. [Google Scholar] [Crossref]

82. Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). Everyday digital life in secondary school: Perceptions, practices and experiences. Journal of Computer Assisted Learning, 36(6), 882–892. https://doi.org/10.1111/jcal.12450 [Google Scholar] [Crossref]

83. Shu, Y. (2023). Ethics and boundary work: Student interpretations of teacher public posting on short-video platforms. Computers in Human Behavior, 142, Article 107655. [Google Scholar] [Crossref]

84. https://doi.org/10.1016/j.chb.2023.107655 [Google Scholar] [Crossref]

85. Sivakumar, A. (2023). Social media influence on students’ knowledge sharing and learning. Education Sciences, 13(7), Article 745. [Google Scholar] [Crossref]

86. https://doi.org/10.3390/educsci13070745 [Google Scholar] [Crossref]

87. Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Journal of Technology and Teacher Education, 28(2), 189–199. [Google Scholar] [Crossref]

88. Zhu, G., Wang, Y., & Chen, X. (2025). Social media use and academic performance among college students: A systematic review. Frontiers in Public Health, 13, Article 12560243. https://doi.org/10.3389/fpubh.2025.12560243 [Google Scholar] [Crossref]

89. Zinskie, C. D., & Griffin, R. A. (2023). Professionalism, privacy, and boundaries: Pre-service teachers’ perceptions of social media usage. Journal of Digital Learning in Teacher Education, 39(2), 98–112. https://doi.org/10.1080/21532974.2023.2185401 [Google Scholar] [Crossref]

90. c. Online Sources [Google Scholar] [Crossref]

91. Brubaker, P. (2021, May 28). An examination of student perceptions of teacher social media use in the classroom. Journal of Public Relations Education. https://journalofpreducation.com/2021/05/28/an-examination-of-student-perceptions-of-teacher-social-media-use-in-the-classroom [Google Scholar] [Crossref]

92. Department of Education. (2022). DepEd Order No. 49, s. 2022: Promotion of professionalism in the implementation and delivery of basic education programs and services. Department of Education, Philippines. https://www.deped.gov.ph/wp-content/uploads/2022/11/DO_s2022_049.pdf [Google Scholar] [Crossref]

93. McElveen, L. (2025). Social media and the effect on student engagement (Publication No. 1999) [Doctoral dissertation, National Louis University]. Digital Commons@NLU. https://digitalcommons.nl.edu/diss/1999/ [Google Scholar] [Crossref]

94. McLeod, S. (2024, February 2). Phenomenology in qualitative research. Simply Psychology. https://www.simplypsychology.org/phenomenology-in-qualitative-research.html [Google Scholar] [Crossref]

95. National Education Association. (2024). Social media guidelines for educators. https://www.nea.org/resource-library/social-media-guidelines-educators [Google Scholar] [Crossref]

96. Salvador, J. L. G. (2023). Teachers or influencers? A new model of education based on educational influencers. IATED Digital Library. https://library.iated.org/view/GALDONSALVADOR2023TEA [Google Scholar] [Crossref]

• Administrative Support as a Predictor of Teacher Retention and Organizational Commitment: A Case Study of Junior High Teachers
• No Place for Play-Ful Learning in Higher Education: An Interdisciplinary Critical Evaluation (2015–2025)
• Unmasking Colonial Legacies in Zambian Education: A Philosophical and Historical Critique of the Secondary School Curriculum
• Improving Students' Collaboration and Communication Skills through Project-Based Digital Learning in Plantation and Herbal
• Public Primary School Teacher Preparedness on CBC Adoption in Township Ward, Garissa County, Kenya