Teachers’ Perceptions of Social Media Usage for Knowledge Management and Professional Collaboration in Public Secondary Schools in Bayelsa State

Abstract

The study assessed the perception of public secondary school teachers’ usage of social media platforms for knowledge management and professional collaboration in Bayelsa State, Nigeria. Utilizing a descriptive survey design, it was guided by three research questions. The population was 6,893 teachers in 217 public secondary schools, with a sample of 432 teachers selected using stratified and simple random sampling techniques. Data were collected through a structured questionnaire which was developed, validated, and tested for reliability (Cronbach Alpha = 0.79). The data analysis was performed using mean and standard deviation to address the research questions. The results revealed that teachers generally perceive social media usage as a valuable significant tool which enhances collaborative, professional development, and knowledge sharing. Despite these benefits, it is being constrained by challenges such as unstable power supply, digital illiteracy, and insufficient financial support among others which limit teachers ‘social media engagement for knowledge management and professional collaboration. The study recommends enhancing digital literacy training for teachers, developing clear guidelines for social media usage, and integrating social media into professional development programmes to optimize its benefits while addressing associated challenges.