Summary and Keywords
Social media platforms have emerged as a powerful communication strategy for school leaders, whether within a school or in the community as a whole. The potential for the heads of school to improve leadership connectedness and efficiency lies in the proper selection and use of available social media tools. This would consolidate their position and influence in a 21st-century learning environment.
Social media tools provide efficient means for school leaders to mobilize and to build consensus on important matters among their subordinates or stakeholders before arriving at a final decision. They also can use social media tools to shape a vision of academic success for students, motivate academic staff in carrying out their duties in a diligent manner, and build support for their efforts by communicating directly with parents and the community.
By spearheading the use of social media strategies, school leaders can inspire teachers to embark on a pedagogical shift by putting real-world tools in the hands of students. This would allow students to consume information, as well as to create artifacts of learning to demonstrate conceptual mastery. Students would become more motivated through active engagement and achievement by focusing on improving essential skills, such as collaboration, creativity, critical thinking, problem solving, and global connectedness. Allowing for distant access, social media also enhance the management zone and extend learning beyond classrooms and schedules.
Because social media resources are varied and evolving, school leaders can establish an empowered and dynamic learning community of educators in which skills, knowledge, and thinking would be shared among them through Professional Learning Communities (PLCs). Leaders also could form their own Personal Learning Networks (PLNs) to meet the diverse learning needs of their schools, acquire and share resources, access knowledge, receive feedback, connect with both educational experts and practitioners, and discuss proven strategies to address teaching, learning, and leadership concerns.
Furthermore, a school leader can create specific social media channels to collectively engage teachers, heads of departments, coordinators and community leaders. This would enhance the sharing of instructional ideas and strategies, policy issues, and positive aspects of school culture that promote community pride. In this way, a school would not only provide a healthy environment for sharing ideas and collaboration, but would improve the teaching and learning process and attract the enthusiastic participation of stakeholders in school affairs.
Lastly, school leaders can employ social media platforms to engage the outside community in an appropriate manner to improve their institutional image and relationships with others. Thus, a vibrant social media strategy would provide an efficient means to manage content and communicate the most accurate, timely, and relevant information, based on appropriate levels of transparency. It would also provide a means of interaction between the school leaders and community stakeholders, enabling them to keep these community stakeholders updated on either the current or most important aspects or events within the schools, hence promoting community participations in school affairs.
Access to the complete content on Oxford Research Encyclopedia of Education requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.