{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/141209"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/141209","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"School Leader Perceptions of the Effect of Social Media Use by Middle School Students' School Experiences","abstract":"The purpose of this qualitative study was to examine middle school educational leaders' perceptions of the impact of social media on students' academic performance and social experiences, as well as the implications for digital citizenship education and professional development. Social media has become a pervasive element of adolescent life, influencing both formal and informal learning environments. Despite its prevalence, limited research has explored how school leaders interpret these influences and respond to emerging challenges. Guided by three research questions, this study employed semi-structured interviews with twelve middle school administrators. Data were analyzed using thematic coding, which revealed several emergent themes. Findings suggest there are several opportunities to continue refining processes currently used to respond to contemporary social media challenges for school leaders. This includes, but is not limited to, a heightened emphasis on intentional professional development for educational stakeholders, specifically focused on strategic planning for the integration and management of social media within the middle school context. The study underscores the need for targeted professional development for school leaders by school divisions. Recommendations include the establishment of division-level teams to manage social media–related issues and the integration of structured training programs to equip administrators with strategies for addressing these challenges. These findings contribute to the growing body of literature on social media's role in education and provide actionable insights for policy development and leadership practice.","abstract_html":"The purpose of this qualitative study was to examine middle school educational leaders' perceptions of the impact of social media on students' academic performance and social experiences, as well as the implications for digital citizenship education and professional development. Social media has become a pervasive element of adolescent life, influencing both formal and informal learning environments. Despite its prevalence, limited research has explored how school leaders interpret these influences and respond to emerging challenges. Guided by three research questions, this study employed semi-structured interviews with twelve middle school administrators. Data were analyzed using thematic coding, which revealed several emergent themes. Findings suggest there are several opportunities to continue refining processes currently used to respond to contemporary social media challenges for school leaders. This includes, but is not limited to, a heightened emphasis on intentional professional development for educational stakeholders, specifically focused on strategic planning for the integration and management of social media within the middle school context. The study underscores the need for targeted professional development for school leaders by school divisions. Recommendations include the establishment of division-level teams to manage social media–related issues and the integration of structured training programs to equip administrators with strategies for addressing these challenges. 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