Examining English Teachers’ Digital Self-presentation on Social Media Platforms as Educational Tools: A Quantitative Study

The shift to online teaching has introduced new challenges and opportunities for teachers in managing their professional and personal self-presentation in this constantly evolving digital era. This study used a quantitative approach to examine how English teachers present themselves online through social media platforms. Data were collected from 30 English teachers in the Regional Directorate of Education and Training, Ifrane, using questionnaires. The study identified teachers’ self-presentation strategies across three social media platforms for professional and educational purposes. Descriptive results showed that Facebook (80%) was the most consistently used platform, followed by WhatsApp (70%) and Instagram (60%). Teachers employed various self-presentation strategies, such as creating professional profiles, sharing educational content, and engaging in professional discussions. Correlation analysis also showed a positive relationship between platform use and self-presentation. Additionally, regression analysis indicated that student engagement and professional relationships were significant predictors of a balanced and professional online self-presentation. The study concludes by emphasizing the importance of enhancing digital literacy and self-reflection practices among teachers.