Examining the Impact of Social Media on Teacher Resilience and Learning Outcomes: A Behavioral Study

Abstract

The widespread integration of social media has reshaped the educational landscape, influencing teacher resilience and student learning outcomes. Teacher resilience, defined as the ability to adapt to stressors, and learning outcomes, encompassing academic engagement and performance, are increasingly impacted by the strategic use of social media. This study aims to examine the effects of social media on teacher resilience and learning outcomes, providing actionable insights for educators and policymakers. The study employed a quantitative methodology rooted in a positivist paradigm. Data were collected from 233 educational professionals and teachers using a structured questionnaire designed to measure demographic characteristics, the impact of social media on teacher resilience, and its influence on learning outcomes. Responses were analyzed using SPSS software for descriptive statistics, correlation, and regression analyses. Findings reveal that social media significantly enhances teacher resilience by fostering emotional support, professional networking, and resource sharing (β = 0.65, p < 0.001). Similarly, social media positively impacts learning outcomes through improved engagement and collaboration (β = 0.58, p < 0.001). Teacher resilience was also found to significantly predict learning outcomes (β = 0.72, p < 0.001). However, excessive use of social media can lead to distractions and reduced productivity. Limitations include the cross-sectional design, reliance on self-reported data, and context-specific findings. Future research should consider longitudinal designs, diverse populations, and intervention studies to optimize social media use in education. These insights contribute to the discourse on digital education, highlighting the potential of social media to foster resilience and learning.