Preliminary communication
https://doi.org/10.59549/n.167.1-2.6
Gender Differences in Professional Use of Social Media in Teachers’ Educational Practices
Ružica Filipović
; Zorka Sever Elementary School, Popovača, Croatia
*
* Corresponding author.
Abstract
This study explores gender differences in Croatian teachers’ professional use
of social media, focusing on platform selection, evaluation of educational
resources, and perceived barriers. Four online focus groups were conducted
(two female and two male; N = 18) in February 2025, and transcripts were
analysed using deductive thematic analysis in ATLAS.ti. Motivations were
similar across groups (rapid access to information and professional networking),
with differences in engagement patterns: male teachers more often emphasised
participation in online communities and sharing technical advice,
whereas female teachers more often highlighted more selective platform use
and collaboration with students and parents, as well as a wider range of platforms.
Shared challenges included privacy, security, and time management.
Keywords
digital self-efficacy; focus groups; professional learning; teacher professional development; thematic analysis
Hrčak ID:
348028
URI
Publication date:
19.6.2026.
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