Navigating Opportunities and Challenges: Social Media for Teacher–Student Educational Communication in Public Senior High Schools

Abstract

Background: This study investigated the use of social media as a medium for teacher-student educational communication in public senior high schools in Northern Samar, Philippines, where geographical isolation, uneven internet access, and limited technological infrastructure influence digital learning practices. The study examined teachers’ and students’ perceptions of the challenges and benefits associated with using social media for academic communication. Methods: A quantitative descriptive-comparative design was employed. Data were collected through researcher-designed 5-point Likert subscales validated for internal consistency, with Cronbach’s alpha values of .82 for the Challenges subscale and .85 for the Perceived Benefits subscale. Multi-stage sampling involving purposive, stratified, and simple random techniques produced a final sample of 168 teachers and 578 senior high school students (N = 746). Weighted means and rankings were used to analyse the data. Results: Both groups perceived social media as highly beneficial for educational communication, particularly for assignment dissemination, teacher-student interaction, and feedback. However, serious challenges were identified, including unstable internet connectivity, high data costs, privacy and professional boundary concerns, classroom management difficulties, and limitations in pedagogical effectiveness. Teachers reported greater concern about boundaries, classroom management, and instructional effectiveness, whereas students expressed stronger concerns about technological access. Conclusion: Social media supports communication in resource-constrained educational settings but requires clear institutional policies, digital citizenship education, teacher training, student digital literacy support, and improved infrastructure to ensure responsible and effective use.