| Abstract: |
The integration of social media into education has transformed how teachers share knowledge, connect with peers, and engage with students. This qualitative research explores the emergence of educators as social media influencers, focusing on the motivations behind their adoption of vlogging and the resulting impact on teaching and learning. Educator vlogging involves teachers creating and sharing video content that documents classroom experiences, instructional strategies, and educational insights. Motivations for vlogging include professional networking, resource sharing, personal branding, student engagement, and advocacy for educational change. By examining four important areas regarding educators as social media influencers, this study fills a critical gap: (a) the main reasons why teachers choose to become social media influencers, (b) the real-life experiences of juggling their roles as educators and influencers, (c) the impact of vlogging on learners and the broader community, and (d) practical recommendations for educators who engage in social media influencing. Conducted at urban and rural schools, colleges, or universities, depending on the accessibility and presence of educator-vloggers in the Philippines, this qualitative phenomenological study involved 10 purposively selected teachers. Data were collected via structured, validated interviews, and analysed using Colaizzi’s seven-step method to extract themes reflecting the lived experiences of participants. Findings reveal that educators use social media not only to share knowledge but to inspire, connect, and grow personally and professionally, blending altruistic and self-fulfilment motives. They integrate traditional teaching with digital content creation, expanding their reach and enhancing skills while balancing authenticity and public engagement. Vlogging emerges as a versatile tool that inspires learners, fosters community, and complements education, though it requires attention to ethical and professional boundaries. Participants emphasize the importance of maintaining professional responsibility to maximize positive impact while protecting their reputation and learner welfare.
Recommendations urge educational institutions and policymakers to recognize and support teachers’ evolving digital roles by providing training in digital literacy, content creation, and managing online engagement.
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