EXAMINING THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS' SOCIAL MEDIA USE AND THEIR TEACHING SELF-EFFICACY

Abstract

Examining the relationship between pre-service teachers' social media use and their teaching self-efficacy has become essential due to the increasing digitalization of today’s education system and the rising importance of teachers' digital skills. Social media is a valuable tool for teachers, enabling quick access to information, sharing educational materials, and establishing a dynamic communication channel between students and teachers. Developing effective social media usage skills during their training can enhance pre-service teachers' impact throughout their careers. Teachers’ self-efficacy their confidence in their ability to plan lessons, provide constructive feedback, and manage classrooms directly influences their success in these areas. Therefore, understanding the connection between social media use and teaching self-efficacy can help us better comprehend the role of social media platforms in the professional development of teachers. Additionally, examining this relationship provides insight into how social media impacts pre-service teachers’ confidence, information sharing, and participation in professional learning communities. Social media platforms allow pre-service teachers to engage in professional knowledge exchange, stay updated on current pedagogical developments, and learn innovative methods relevant to their field. In this context, understanding how social media use contributes to or limits teaching self-efficacy can guide the development of teacher training programs and digital literacy education. Consequently, pre-service teachers can be better equipped to become active, informed individuals in the digital world, ultimately enhancing their future contributions to education.