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“Too Much Information?” How Teacher Self-Disclosure on Facebook Influences Students' Opinions

, Wilmington University , United States

Wilmington University . Awarded


The purpose of this quantitative study was to determine if a prospective teacher’s level of self-disclosure on Facebook influenced student opinions in the areas of motivation, affective learning, classroom climate, and teacher credibility. 243 eleventh and twelfth grade students evaluated a Facebook page with either a high, moderate, or low level of self disclosure, and responded to a survey about the depicted teacher. 63% of students enrolled in the eleventh and twelfth grades at the study school responded to the survey. Descriptive statistics were used to describe the sample and analyze the results. One-way analysis of variance with post hoc analysis was used to determine significant differences between the three groups in the study areas. Statistical analysis revealed that students held lower opinions of a pre-service teacher in the areas of motivation, affective learning, and teacher credibility compared to the moderate and low disclosure groups. There was no significant difference between the low and moderate disclosure groups. Furthermore, there was no significance difference in student opinions related to classroom climate in any of the groups. The findings from this study have major implications for prospective K-12 teachers, currently employed K-12 teachers, universities with teacher preparation programs, and school districts. Social networking technologies are rapidly changing the face of interpersonal communication in the field of education. Educational stakeholders must address these changes in their policies and practice.


Heacock, C.A.R. “Too Much Information?” How Teacher Self-Disclosure on Facebook Influences Students' Opinions. Ph.D. thesis, Wilmington University. Retrieved May 21, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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