The Relationship Between Teachers’ Social Media Use and Teaching Effectiveness in Secondary Schools of Lyantonde District, Uganda

Abstract

The study assessed the influence of teachers’ social media use on teaching effectiveness in secondary schools of Lyantonde District. It was guided by the following objectives examining the different social media platforms used by teachers, assessing the level of teaching effectiveness in secondary schools, and establishing the relationship between teachers’ social media use and Teaching effectiveness in Secondary Schools. The study employed a cross-sectional design. The study involved the use of both quantitative and qualitative approaches. This study targeted; teachers, head teachers, DEO, students’ representatives, and members of parents’ teacher associations. The study findings found that the majority of the respondents (73.5%) often use Facebook, (82.4%) rarely use twitter, (88.2%) rarely use Instagram, and all the respondents (100.0%) always use Whatsapp. It was also found that the majority of the respondents (87.3%) always prepared when holding classes, (74.5%) display authority when teaching, (88.2%) are approachable with students. It was further found that there was no statistically significant relationship between teachers’ social media use and teaching effectiveness in secondary schools of Lyantonde District at (P=0.798>0.001, r=0.026). It was concluded that most teachers use Facebook, Whatsapp, zoom and youtube. It was concluded that there is a high teaching effectiveness in secondary schools. It was concluded that there was no statistically significant relationship between teachers’ social media use and Teaching effectiveness in Secondary Schools of Lyantonde District. The researcher recommends that teachers should get much involved in all social media platforms including twitter, Instagram, Skype and Linkeldn. The Ministry of Education and Sports should sensitize teachers on how to use social media platforms for teaching effectiveness in secondary schools