“Teachers are not Imams”: The impact of social media on the status of teachers in Kazakhstan
Sarmurzin Y. Baktybayev Z. Kenzhebayeva K. Amanova A. Tulepbergenova A.
March 2025Elsevier Ltd
International Journal of Educational Development
2025#113
This research explores the potential impact of social media on the professional status of teachers in Kazakhstan, examining its role in facilitating professional development and its potential to trigger reputational risks. Social media is experiencing growth in Kazakhstan, which presents challenges for teachers. This study investigates how social media influences the professional identity and perceived status of teachers in society. A combination of quantitative survey data and qualitative interviews with teachers and school leaders was conducted. It has been demonstrated that although social media may enhance a teachers reputation by facilitating the sharing of educational material and professional achievements, it also brings potential concerns, such as cyberbullying, privacy violations, and challenges in preserving personal and professional boundaries. These results emphasize the need for explicit guidelines on the ethical use of social media in educational settings and instructional approaches.
Education policy , Educational leadership , Kazakhstan , Social media , Teacher status
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Buketov Karaganda University, Kazakhstan
Al-Farabi Kazakh National University, Kazakhstan
L.N. Gumilyov Eurasian National University, Kazakhstan
Buketov Karaganda University
Al-Farabi Kazakh National University
L.N. Gumilyov Eurasian National University
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