高中教師在社群媒體中的形象管理與師生互動

Abstract

本研究旨在探究高中教師在IG平台中的形象管理策略以及師生互動情形，並從中了解教師運用社群媒體與學生互動過程中所欲形塑的形象、所使用的形象管理策略，再進一步分析對師生互動的影響，最後根據研究結果與討論提出對教育實務與後續研究之建議。本研究採質性研究取徑，以半結構式訪談法對六位教師與五位學生進行訪談，並輔以教師社群媒體圖文作為佐證，呈現教師於社群媒體中形象建構的特色及目的、教師形象管理策略的分類與關係，以及其對師生互動、課程與教學、班級經營的影響。此外，本研究亦兼論影響教師形塑形象的個人、學校情境、社會脈絡，以及社群媒體教師形象與實體教師形象相互交織的關係。本研究綜整訪談、圖文資料以及過往文獻，在研究者分析與詮釋後歸納出六點研究結論，臚列如下：（一）社群媒體中教師形象以溫暖親切之個人特質為主，目的為拉近師生距離，專業知能形象則幾乎未被呈現。（二）理想化為教師於社群媒體中最常使用的形象管理策略，觀眾隔離、防衛性措施、神秘化三策略則最常相互搭配使用。（三）教師社群媒體形象管理得當，能促進學生課堂參與、深化學科知識，並增進班級經營成效。（四）教師能透過形象管理策略克服工作時數延長、劃分公私疆域界線，以及拿捏師生分際的挑戰。（五）社會期待為教師形象管理的主要影響因素，教師個人特質與理念、學校組織風氣與職務安排則為其次。（六）實體教師形象與社群媒體教師形象互相交織、相輔相成，但實體教師形象之影響力較大。This study aims to explore the impression management strategies used by high school teachers on the Instagram platform and the teacher-student interaction to understand the image teachers want to shape and the impression management strategies they use when interacting with students on social media. Furthermore, this study analyzes the impact of these strategies on teacher-student interaction and makes recommendations for educational practices and future research based on the research results and discussion. This study adopts a qualitative research approach, conducting semi-structured interviews with six teachers and five students, and supplemented with images and text from teacher social media as evidence. The study presents the characteristics and purposes of teachers' image construction on social media, the classification and relationships of impression management strategies used by teachers, and their impact on teacher-student interaction, curriculum and teaching, and classroom management. Additionally, this study discusses the personal, school, and social context that influence teachers' image construction and the interplay between teachers' online and offline images. After synthesizing the interview data, graphic data, and relevant literature, the study draws six conclusions: (1) teachers' impressions on social media emphasizes warm and approachable personal qualities, while their professional knowledge and abilities are not prominently displayed; (2) idealization is the most commonly used impression management strategy among teachers on social media, while audience segregation, defensive measures, and mystification are often used in combination; (3) effective impression management on social media can promote student participation in the classroom, deepen subject knowledge, andimprove classroom management effectiveness; (4) teachers can overcome the challenges of long working hours, drawing boundaries between their personal and professional lives, and managing the teacher-student relationship through impression management strategies; (5) social expectations are the primary influencing factor on teachers' impression management, followed by teachers' personal qualities and beliefs, school culture, and job arrangements; (6) teachers' online and offline impressions are interwoven and complement each other, but the impact of their offline impressions is greater.