The Role of Social Media in School Management: A Mixed Methods Study of Stakeholder Perspectives in Samtse Dzongkhag, Bhutan

The rapid integration of social media platforms into educational environments has significantly influenced communication, management, and professional practices within schools. This study investigates the role of social media in school management practices in Samtse Dzongkhag, Bhutan. Employing a mixed methods approach, quantitative data were collected through structured questionnaires administered to 1170 stakeholders, including principals, teachers, parents, and students. Qualitative data were gathered through focus group discussions (FGDs) with representatives from each stakeholder group. Quantitative analyses involved descriptive statistics, reliability testing, Kruskal-Wallis H tests, Mann-Whitney U tests, and Spearman’s correlation analyses, while qualitative data were analyzed through systematic thematic analysis based on Naeem and Ozuem’s (2023) model. The findings revealed that social media plays a crucial role in enhancing communication efficiency and supporting professional development within schools. Significant differences were observed among stakeholders regarding perceptions of communication efficiency, communication gaps, and data privacy. Triangulation with qualitative findings reinforced these results and further highlighted challenges related to distractions, internet connectivity, and inconsistent awareness of school social media policies. Notably, students expressed heightened concerns regarding data privacy and communication gaps compared to other groups. The study concludes that while social media offers substantial benefits for school management, careful strategies must be employed to address challenges and mitigate risks. Recommendations include the development of comprehensive social media policies, enhanced digital literacy programs, and proactive management of online communication practices.