Authors :
Leonard John W. Mahinay
Volume/Issue :
Volume 10 - 2025, Issue 6 - June
Google Scholar :
https://tinyurl.com/368ffbe7
DOI :
https://doi.org/10.38124/ijisrt/25jun383
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
The study was conducted to understand how social networking affects the performance of public elementary school
teachers. Researchers took a hands-on approach, using a descriptive-correlation method to gather and analyze data. They
created a thorough questionnaire to ensure they captured the necessary information, and because the number of teachers in the
area was small, they opted for universal sampling. In total, 120 public elementary school teachers participated in this research.
The analysis revealed some interesting insights. The data were looked at using various methods, including mean calculations,
Pearson correlation, and regression analysis. It turned out that teachers were not only highly active on social networking
platforms but also received positive ratings regarding their performance. Most notably, there was a strong positive connection
between the different aspects of social networking and the teachers' effectiveness. Factors like the use of social networking sites,
the ease of access to these platforms, and the specific reasons for using them all played significant roles in influencing teachers'
performance. Given these findings, it's suggested that the Department of Education (DepEd) should think about creating policies
that view social networking as a valuable resource for teachers' professional development. However, it's essential to emphasize
the importance of data protection and responsible use. Additionally, school leaders should focus on providing training and setting
up guidelines for the ethical use of social networking in education. This way, these platforms can truly enhance the performance
of teachers and enrich student learning experiences.
Keywords :
Social Networking, Performance of Public Elementary School Teachers.
References :
- Armentano, J.G., (2024). Teachers’ Performance Management of the RPMS-COT Indicators: Development Plan for Program Implementation. Psych Educ, 2024, 17(9): 865-879, Document ID:2024PEMJ1617, doi:10.5281/zenodo.10806093, ISSN 2822-4353
- Dadas, A., (2021). Reviewing the Literature on Social Networking sites and Education, Academic performance of College Students. International Creative Journal Research Thoughts (IJCRT) | Volume 9, Issue 9 September 2021 | ISSN: 2320-2882
- Gomez, M. A., & Tumlos, A. L. (2020). The impact of social media on teacher performance: A study among public elementary school teachers in Davao City. Journal of Education and Social Sciences, 12(1), 1-12. DOI: 10.11648/j.jes.s12i01.11
- Rodriguez, J. M., & Cruz, L. A. (2020). The impact of social media on teacher performance: A study among public elementary school teachers in the Philippines. Philippine Journal of Education, 102, 1-15.
The study was conducted to understand how social networking affects the performance of public elementary school
teachers. Researchers took a hands-on approach, using a descriptive-correlation method to gather and analyze data. They
created a thorough questionnaire to ensure they captured the necessary information, and because the number of teachers in the
area was small, they opted for universal sampling. In total, 120 public elementary school teachers participated in this research.
The analysis revealed some interesting insights. The data were looked at using various methods, including mean calculations,
Pearson correlation, and regression analysis. It turned out that teachers were not only highly active on social networking
platforms but also received positive ratings regarding their performance. Most notably, there was a strong positive connection
between the different aspects of social networking and the teachers' effectiveness. Factors like the use of social networking sites,
the ease of access to these platforms, and the specific reasons for using them all played significant roles in influencing teachers'
performance. Given these findings, it's suggested that the Department of Education (DepEd) should think about creating policies
that view social networking as a valuable resource for teachers' professional development. However, it's essential to emphasize
the importance of data protection and responsible use. Additionally, school leaders should focus on providing training and setting
up guidelines for the ethical use of social networking in education. This way, these platforms can truly enhance the performance
of teachers and enrich student learning experiences.
Keywords :
Social Networking, Performance of Public Elementary School Teachers.
