Views of Administrators on the Use of Social Media Networks and

Tools in School Management Processes

Murat Taşdan

, Ali İbrahim Can Gözüm

, Michail Kalogiannakis

and Stamatios Papadakis

Department of Educational Management, Dede Korkut Faculty of Education, Kafkas University, Kars, Turkey

Department of Early Childhood Education, Dede Korkut Faculty of Education, Kafkas University, Kars, Turkey

Department of Special Education, Faculty of Education, University of Thessaly, Volos, Greece

Department of Early Childhood Education, Faculty of Education, University of Crete, Crete, Greece

Keywords: School Administration, School Principal, Social Media, Management Processes, Digital Communication.

Abstract: This study explores school administrators' perspectives regarding integrating social media networks and tools

into school management processes, assessing their impact on decision-making, planning, coordination,

communication, and evaluation. The research was conducted through a phenomenological design and

involved 29 administrators from various schools in Kars City, selected via maximum diversity sampling. Data

was collected using a custom "Administrator Interview Form on the Use of Social Media Networks and Tools

in School Management Processes" and analyzed through content and descriptive analysis methods. Findings

revealed that administrators heavily utilize social media personally and institutionally, citing benefits like

enhanced communication efficiency, speed, security, resource sharing, manageability, and guidance

effectiveness. While social media aids decision-making, planning, communication, and coordination,

administrators noted limitations and advantages in these processes. They acknowledged social media's

influence on decision dissemination but highlighted its underutilization in evaluation and recognizing its

potential for positive contributions. Recommendations include enhancing administrators' proficiency in

leveraging social media for effective school management and their awareness of its implications.

1 INTRODUCTION

Social media enables individuals and organizations to

express themselves and communicate with others by

creating profiles. This evolution has impacted various

aspects of daily life, from personal to professional

spheres, facilitating two-way communication and the

rapid transfer of information (Urhan et al., 2023;

Korkmaz & Ünal, 2019).

As defined by Kaplan (2010), social media

networks are dynamic platforms that rapidly

disseminate vast amounts of information to millions

of devices worldwide. These platforms provide an

accessible and cost-effective means for publishing,

sharing, and connecting with others (Prykhodkina &

Makhynia, 2020). Various social media platforms,

https://orcid.org/0000-0001-8675-6068

https://orcid.org/0000-0002-7765-4403

https://orcid.org/0000-0002-9124-2245

https://orcid.org/0000-0003-3184-1147

including Facebook, LinkedIn, Twitter, Weibo,

Flickr, Instagram, Pinterest, YouTube, Vimeo,

WordPress, and Blogger, offer diverse ways for users

to engage (Daly, 2019). Social media is widely

utilized by students, teachers, administrators, and

parents as a primary information source (Şahin &

Üstüner, 2018). School administrators harness social

media for educational decision-making, communica-

tion with teachers and students, sharing teachers'

achievements and projects, and educating parents

about its benefits (Harb & Al-Zou’bi, 2022). Their

usage patterns typically include information/research,

entertainment, recognition, and personal development.

Educational leaders must lead comprehensive

technological integration to equip individuals with the

skills needed for the knowledge-based economy of the

Ta¸sdan, M., Gözüm, A., Kalogiannakis, M. and Papadakis, S.

Views of Administrators on the Use of Social Media Networks and Tools in School Management Processes.

DOI: 10.5220/0012744200003693

In Proceedings of the 16th International Conference on Computer Supported Education (CSEDU 2024) - Volume 1, pages 585-592

ISBN: 978-989-758-697-2; ISSN: 2184-5026

585

21st century (McLeod & Richardson, 2011).

Administrators also utilize social media to bolster their

institutional image, enhance community relations, and

engage with stakeholders (Yusuf et al., 2020).

Accessing quality information on social media

influences perception, comprehension, decision-

making, and actions in personal and professional

domains, fostering active engagement among users as

creators, disseminators, and consumers of information

and knowledge (Daly, 2019).

Social media networks and tools empower school

staff to engage in decision-making processes and

regularly highlight their accomplishments to

stakeholders. They serve as potent instruments for

schools to actively shape their public image and

establish a positive brand identity. Stakeholders can

conveniently access general and specific school

information through various tools such as frequent

blog posts, regular tweets, interactive social

networking platforms, and consistent podcasts and

online videos, all at minimal cost. This enhanced

communication fosters a stronger brand image (Cox

& McLeod, 2014). Social media tools provide

effective channels for school leaders to address

crucial matters among staff or stakeholders and build

consensus before making final decisions.

Additionally, they enable leaders to articulate a vision

for academic success, inspire academic staff, and

extend support through direct communication with

parents and the community (Yusuf et al., 2020). In a

study by Korkmaz and Ünal (2019), administrators

and teachers expressed that establishing a two-way

dialogue between teachers and students/parents

within the school through new communication

technologies could enhance the education network.

Social media is widely utilized by various

educational stakeholders, including students,

educators, academic staff, and school administrators.

Recognizing its significance, educators emphasize

exploring its educational applications to keep pace

with advancing technologies (Özmen et al., 2011).

School principals who overlook social media risk

missing out on a powerful communication tool (Harb

& Al-Zou’bi, 2022). Establishing a robust social

media strategy for school administrators is essential

for effective content management and transparent

communication (Yusuf et al., 2020). Studies

emphasize the importance of conscious social media

usage skills for school administrators (Bayram,

2017). Social media enables administrators to engage

with stakeholders, but proper management is crucial

to avoid chaotic situations. Given its role in

expediting workflow and crisis communication,

practical social media training for administrators is

imperative (Urhan et al., 2023).

The rapid evolution of social media prompts

various perspectives on its integration. While existing

literature often focuses on students or teachers,

administrators, as vital stakeholders, receive less

attention (Šliogerienė et al., 2014). Administrators

must possess the knowledge and skills to utilize social

media effectively in schools. Assessing their effective

use of social media lies primarily in school

management processes, encompassing decision-

making and other stages. In the digital age,

administrators' proficiency in using social media

directly influences school management.

This research aims to elucidate school

administrators' views regarding using social media

networks and tools in school management processes.

Within this framework, the aim is to determine, based

on administrators' experiences, how social media

influences decision-making, planning, coordination,

communication, and evaluation processes in schools'

management processes. In this context, the two

research questions are:

1. What are school administrators' perceptions,

challenges, and opportunities regarding using

social media?

2. How does integrating social media networks

and tools into school management processes

affect the decision-making processes of school

administrators?

2 METHOD

2.1 Research Model

This research is a qualitative study conducted to

describe the use of social media networks and tools in

school management processes. The study was carried

out with a phenomenological design. Phenomenology

is a qualitative research type that examines the nature

of human events related to using social media

networks and tools in school management processes.

It focuses on the events individuals directly

experience in real-world contexts (Yin, 2011). In

phenomenological research, the focus is on how

individuals make sense of their experiences using

social media networks and tools, attempting to

identify common characteristics of these experiences

(Creswell & Poth, 2018).

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586

2.2 Study Group

The study group consists of 29 school administrators

serving in schools in the centre of Kars province.

These participants were determined using a

maximum variation sampling technique. This

sampling aims to bring together differences arising

from heterogeneity to create a typical pattern and to

explore standard dimensions or fundamental

experiences related to the subject (Patton, 2002;

Creswell & Poth, 2018). A maximum variation

sample consists of cases intentionally selected to be

as dissimilar from each other as possible.

The study group includes 11 principals, two vice

principals, and 16 assistant principals. Age

distribution analysis revealed that 4 participants are

aged 25-30, 2 are aged 31-35, 2 are aged 36-40, 8 are

aged 41-45, 8 are aged 46-50, and 5 are aged 50 and

above. Additionally, 9 participants rated the

socioeconomic level of their school as "low," 15 as

"medium," and five as "high."

2.3 The Data Collection Instrument

The research utilized the "Administrator Interview

Form Regarding the Use of Social Media Networks

and Tools in School Management Processes,"

developed by the researcher. Initially, a literature

review on social media use in education was

conducted, followed by an examination of

administrators' research on social media use. Ten

semi-structured questions were planned based on

these reviews, covering school management

processes. The draft form was reviewed by four

academics specializing in educational management

and qualitative research, resulting in the removal of

two questions, the addition of two new questions, and

the revision of three questions. The finalized draft,

including basic personal information questions,

underwent a pilot interview with two administrators.

Adjustments were made based on the pilot study,

resulting in the final version of the interview form. An

example of a semi-structured interview question is

provided below:

"How do administrators utilize social media

networks and tools in decision-making?"

2.4 Data Collection

Data collection occurred in October 2023, during the

first semester of the academic year 2023-2024.

Administrators were given the choice of audio, video,

or written interviews but preferred the written format.

They were contacted by phone, briefed on the

interview, and scheduled based on availability.

Interviews were recorded with consent and later

transcribed for accuracy. Participant files were

renamed and coded (Y1-Y29) to ensure

confidentiality.

2.5 Data Analysis

The study data were analyzed using MAXQDA

software. In this research, qualitative data were

thematized through content analysis. The

fundamental process in content analysis involves

organizing similar data into specific concepts and

themes and interpreting them in a way the reader can

understand. In this context, interviews with school

administrators regarding their views on social media

and tools were first segmented into codes, and then

similar codes were grouped under common themes.

The opinions of administrators were presented with

frequency distribution under specific themes.

Participant quotations were included in the findings

to interpret the meaning of the obtained themes

(Patton, 2002).

As part of the validity and reliability assessments

of the research, efforts were made to ensure

credibility, transferability, and consistency, as

emphasized by Merriam (2009).

3 FINDINGS

Under this heading, the views and experiences of

school administrators obtained through qualitative

data analysis techniques relevant to the research

objective are presented.

Table 1: Social Media Networks and Tools Most Used by

School Administrators.

Social Media Platfor

Whatsa

Insta

Twitte

Faceboo

Telegra

As seen in Table 1, school administrators

primarily use "WhatsApp" among social media tools,

followed by Instagram, Twitter, Facebook, and

Telegram, respectively.

Views of Administrators on the Use of Social Media Networks and Tools in School Management Processes

587

Table 2: Management of School Social Media Accounts.

Social Media

Platforms

f Managed by Whom f

Website 19 Administration 18

Instagra

13 IT Teachers 2

Twitte

12 Teachers 1

Whatsa

Faceboo

None 4

As shown in Table 2, in the schools included in

the research, school administrators primarily use

"Instagram, Twitter, WhatsApp, and Facebook" as

social media platforms. While school websites are

utilized for communication and information in 10

schools, four schools do not use social media

accounts. Although school administrators mostly

manage school social media accounts, IT teachers and

other teachers occasionally manage them. Most

school administrators need to have training related to

the use of social media (f=25).

3.1 Contribution of Social Media to the

School

Table 3: Contribution of Social Media to the school.

Contribution f

Effective in

romotion an

attracting attention 7

A necessit

of the digital age 2

Facilitates communication between school,

arents, an

students 2

Information dissemination 2

Meets evolving an

changing needs 2

More harmful than

eneficial 2

Contribute to advertisin

romotion 2

According to Table 3, school administrators utilize

social media for various management purposes,

including promotion, communication facilitation,

information dissemination, and meeting evolving

needs. While some acknowledge its positive impact,

others express concerns about its potential

drawbacks. Participants emphasize social media's

effectiveness in promotion and communication,

noting its importance in reaching wider audiences and

adapting to the digital age. However, they also raise

concerns about negative impacts, cautioning against

misuse and its potential to disrupt social structures.

For instance, one administrator states, "I believe its

contribution is significant... having an effective social

media page for the school will yield successful

results. (Y2) " Another participant finds “social

media useful for showcasing school activities” (Y4).

Despite acknowledging social media's positive

role in enhancing knowledge and skills, participants

warn against its misuse, which could lead to time

wastage and disruption of social structures.

Additionally, they highlight the potential risks of

encountering positive and negative opinions from

broader audiences, particularly regarding

“thoughtless comments” undermining intended

promotion(Y5).

3.2 State of Adequate Knowledge of

Social Media Networks and Tools

Table 4: State of Adequate Knowledge about Social Media

Networks and Tools.

Contribution f

Insufficient in-service trainin

Dislikin

the use of social media 2

Lac

of develope

interest sensitivit

Beingmerelya use

Limite

time available 2

Absence of le

alit

ethics 2

Belief in insufficient societal awareness of the

topic 2

According to Table 4, one-third of the interview

school administrators consider themselves

"knowledgeable" about social media, while two-

thirds do not. Reasons cited for the lack of knowledge

include insufficient training, personal preference

against social media, limited interest, time

constraints, and ethical concerns. Some

administrators attribute their knowledge deficiency to

inadequate training and personal disinterest in social

media. One administrator mentions, "Yes, I consider

the lack of knowledge and experience about using

social media networks as a deficiency... However, I

gained sufficient knowledge and experience about

using social media networks in school or daily life.

(Y8)" Others emphasize using social media to

promote the school's brand and values to a broader

audience. One administrator states, "We aim to share

our school's brand, mission, values, and philosophy

and reach a wider audience. (Y12)" Additionally,

some administrators prioritize legal and ethical

considerations in social media usage, ensuring

privacy and obtaining consent before sharing student

or staff information. One administrator mentions, "I

try to comply with legal and ethical issues, ensuring

privacy... I do not publish the visuals and information

of any of my students or staff members without

obtaining explicit consent. (Y14)"

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588

3.3 Use of Social Media Networks and

Tools in Decision-Making Processes

Table 5: Use of social media networks and tools in decision-

making processes.

Usa

e Status f

Usin

Not Using 11

We conducted a social media survey to give

teachers a sa

in an a

lication to ou

school. 2

We consulted and decided on a meeting day for

teachers to use these tools. 2

As shown in Table 5, about half of the school

administrators utilize social media networks and tools

in their decision-making processes. They have

employed methods such as conducting surveys via

social media to involve teachers in decisions

regarding school applications. "We had surveyed

social media to give teachers a say in an application

to be made at our school. (Y17) " This indicates a

participatory approach to decision-making. Some

administrators are cautious about personal sharing on

social media platforms, focusing instead on deriving

mutual benefits from shared content. "I prefer not to

share, but I look for mutual benefit in other people's

shares. (Y18)" Moreover, administrators use social

media as a resource for decision-making, drawing

insights from the practices of other schools. "I have

partially made decisions by looking at the work of

other schools on social media... For example, I had

requested that an event shared by a school during

celebrations be discussed with our teachers. (Y20) "

This highlights the role of social media in inspiring

and informing decisions by adapting successful

strategies from other schools.

3.4 Publishing Decisions on Social

Media

Table 6: Publishing Decisions on Social Media.

Statement f

Desiring the Sprea

of Decisions 2

I do not share on social media 2

Concerns about the Publication of Decisions 2

Standing Behind Decisions and Recognizing

Positive Effects 2

The statements in Table 6 indicate that participants

express desires for the spread of decisions on social

media, reluctance to share, concerns about the

publication of decisions, and emphasis on standing

behind decisions and acknowledging their positive

effects. These different attitudes among participants

reflect various aspects of decision dissemination

through social media. A group of participants

expressed their reluctance to share on social media. "I

prefer not to share; I look for mutual benefit in others'

sharing." (Y111). Some participants, on the other

hand, found it appropriate for decisions to be

disseminated through social media. "We use the

process of sharing decisions with stakeholders. For

instance, we also announce upcoming trial exams to

students and parents through social media." (Y17)

3.5 The Impact of Social Media

Networks and Tools on the

Planning Process

Table 7: The impact of social media networks and tools on

the planning process.

ression f

Utilizing Social Media for School

Mana

ement

Does not affect 10

Flexibility and Convenience in Administrative

Wor

Impact of Sharing on Parents, Students, and

Administration

Table 7 reveals that approximately half of the school

administrators believe social media usage impacts

school management plans. Administrators view

social media as a planning tool, considering accurate

and reliable information for favourable decisions.

"Social media can be used as an effective tool for

schools to share content, interact, learn about current

situations, and communicate between schools."

(Y13). These statements emphasize the positive

impacts of integrating social media into school

management practices, highlighting benefits such as

improved communication, greater accessibility, and

increased efficiency in administrative tasks. "You do

not necessarily have to be present at the school to do

administrative work. (Y9)"

3.6 Use of Social Media Tools in School

Planning

Table 8: Use of social media tools in school planning.

Positive impact f

Fast an

reliable communication 5

Accelerates communication and decision-

makin

We use

ecause it appeals to a large audience 2

We used social media, networks, and tools in

school.

Yes, the school's corporate accounts provide

information about the school and contribute to

the school's advertisement.

Views of Administrators on the Use of Social Media Networks and Tools in School Management Processes

589

Table 8: Use of social media tools in school planning

(cont.).

It is essential because many who follow the

school follow social media.

ative im

act f

al reasons. 2

It is not wrong to create a perception through

social media.

Table 8 indicates that social media usage in school

management affects the planning process positively

and negatively. Administrators generally believe that

social media networks and tools positively influence

school planning. Some reasons include more

accessible access to "announcements and appealing

to a larger audience". (Y12) Some participants

reported positive impacts, stating, "Yes, we used

social media, networks, and tools for our school,

(Y10)" reflecting active utilization for school

purposes, enhancing communication and

engagement. However, some participants cited

negative impacts, such as refraining from social

media use due to legal concerns, indicated by

statements like "No, for legal reasons. (Y7)"

Additionally, concerns about manipulating

perceptions through social media raise ethical

considerations, as reflected in the statement, "I do not

think it is wrong to create perception through social

media. (Y9)."

3.7 The Impact of Social Media

Networks and Tools on in-School

Communication

Table 9: The impact of social media networks and tools on

in-school communication.

In-school communication f

Perfect for more efficient and instant

communication

I thin

it speeds things up 2

I can get feedbac

on this." 2

I can reach the announcements more

efficientl

Relations are not

reaking 2

Socialization 2

It offers a significant opportunity, especially in

reaching and communicating with higher

authorities

As seen in Table 9, school administrators find social

media networks and tools functional in in-school

communication as "one-to-one for more efficient and

instant communication" (Y17), "it speeds up the

work", "I can get feedback about it" (Y8), "it is

effective, I can reach announcements more easily",

"relationships are not broken" and "socialization"

(Y15). These expressions indicate that social media

speeds up communication, provides easier access to

announcements, facilitates receiving feedback, and

helps strengthen relationships. Additionally, some

statements highlight that social media enables

collaboration and enhances interaction.

3.8 Communication Outside School

Table 10: Communication outside school.

Communication outside school f

Does not affect 17

Impacts 8

We hea

about the a

enda 3

Events can be organized simultaneously with

civil societ

organizations."

In Table 10, school administrators said social media

tools will not only impact communication within the

school. However, some noted effects like staying

informed about current events and coordinating

activities with external groups. "Social media allows

us to see the thoughts, ideas and activities of these

groups, but it does not affect any communication."

(Y1). "Sometimes when we like their posts, it has a

negative impact. But we try not to go beyond ethical

principles." (Y3)

4 CONCLUSIONS AND

DISCUSSION

In this study, aimed at exploring school

administrators' views on using social media networks

and tools in school management, it was found that

"WhatsApp" was the most preferred platform,

followed by "Instagram," "Twitter," "Facebook," and

"Telegram" respectively. However, it is worth noting

that "WhatsApp" is primarily a messaging app, not a

social media platform. This suggests that

administrators may need more social media

categorization and usage.

School administrators preferred "Instagram,

Twitter, WhatsApp, and Facebook" as their primary

institutional social media accounts. Notably,

WhatsApp was mentioned among corporate social

media accounts. In Turkey, the most used social

media tools in 2022 were YouTube, Instagram,

Facebook, TikTok, and Twitter, respectively (Digital

2022: Global Overview Report). This suggests that

administrators may perceive platforms like YouTube

and TikTok as less suitable for educational

institutions. In a study in Lebanon, administrators

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590

preferred Facebook, Skype/Google, and YouTube

among 33 listed social media sites (Harb & Al-Zou'bi,

2022), similar to trends observed in Turkey.

However, differences were noted in Skype/Google

and YouTube use between Lebanese and Turkish

administrators. In another study, only two primary

schools had YouTube accounts, while platforms like

Instagram and Facebook were widely used (Köseoğlu

& Aydın, 2022). Texas school principals primarily

preferred YouTube, followed by Pinterest, and one-

third mentioned observing student blogs (Powers &

Green, 2016). In Ekiti State, secondary school

principals found social media highly effective, with

WhatsApp, Facebook, Twitter, and YouTube

commonly used for information dissemination

(Olowo et al., 2020). Administrators utilize social

media extensively in schools' personal and

organizational contexts.

School administrators recognize the multifaceted

contributions of social media networks and tools to

school management processes. They highlight the

effectiveness of these platforms in promotion,

information gathering, and facilitating

communication among stakeholders. Some

administrators, however, express concerns about the

negative impacts of social media tools. In a study by

Çetinkaya (2019), all school principals utilized

WhatsApp for communication, emphasizing benefits

such as overcoming communication barriers and

efficient resource sharing. Despite these benefits,

one-third of administrators in this study reported

being "informed" about social media networks and

tools, while two-thirds indicated they were "not

informed". The majority lacked formal training in

social media usage, attributing their lack of

knowledge to insufficient training opportunities,

personal preferences, and legal/ethical concerns.

School administrators primarily manage schools'

social media accounts, with minimal involvement

from IT teachers and other educators. Research by

Köseoğlu and Aydın (2022) reveals that those

overseeing public primary school social media

accounts often lack expertise and receive minimal

training in managing these platforms. Şahin and

Üstüner (2018) note that school principals are

moderately familiar with media education and using

social networks in their management practices.

Integrating social media into school management

correlates positively with principals' familiarity with

media education, benefiting all stakeholders.

Köseoğlu and Aydın (2022) further highlight that

school social media accounts are typically managed

by principals, vice principals, or teachers, sometimes

leading to post control and account security

challenges.

Approximately half of the school administrators

use social media networks and tools in decision-

making processes, emphasizing the importance of

involving teachers in decision-making and

acknowledging the impact of publishing decisions on

social media. Advances in technology, especially

during the pandemic, underscore the necessity of

practical technology usage among school

administrators (Cox & McLeod, 2014). Social media

tools are perceived as valuable aids in school

management planning, providing access to a broad

audience, facilitating fast and reliable

communication, and enhancing transparency. While

some administrators’ express concerns about legal

implications and the potential for misperceptions

through social media, others highlight its efficiency

in enhancing in-school communication, speeding up

work processes, and fostering relationships (Olowo et

al., 2020).

A study from Israel stressed the need to balance

parental involvement in school management and

social media communication to avoid disrupting

cooperation within the school community. While

social media tools benefit administrative

communication, they also pose challenges. Some

teachers find administrative communication outside

school hours acceptable, while others see it as

disruptive. Concerns about data reliability and

potential misuse, as well as addiction to social media

leading to communication breakdowns and

psychological issues, were highlighted (Ferster,

2020; Çetintürk & Balyer, 2021).

Research indicates that using social media tools in

school managerial communication offers

convenience and speed. Baruah (2012) highlights

how social media provides simple and cost-effective

communication, organizing, and information

dissemination methods. Similarly, Billington and

Billington (2012) note the demand for social media

tools for business communication and

announcements. Conversely, Akıncı-Vural and Bat

(2010) argue that social media encourages participant

communication. However, using social media tools in

schools has positive and negative outcomes.

Çetintürk and Balyer (2021) found that using social

media tools in school administrative communication

reduces face-to-face interaction, leading to

communication errors and disruptions between

school administration and teachers. While teachers

appreciate the speed and convenience of

administrative communication via social media, some

Views of Administrators on the Use of Social Media Networks and Tools in School Management Processes

591

express concerns about communication errors and

disruptions caused by its use.

In conclusion, school administrators' perceptions

of social media usage indicate that these platforms are

effective communication tools and can offer various

opportunities in school management processes.

However, some challenges are associated with social

media usage, particularly concerning security,

privacy, and time management, which can raise

significant concerns. How does integrating social

media networks and tools into school management

processes affect the decision-making processes of

school administrators? Integrating social media

networks and tools into school management

processes can positively influence the decision-

making processes of school administrators. This

integration can enhance decision-making by enabling

faster communication, information sharing, and

participant interaction. However, it should be noted

that this integration may also face specific challenges,

especially regarding data security, ethics, and

accuracy. Future studies should further investigate the

impacts of social media on school administrators, its

role in education, and best practices.

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