Extent of Teachers’ Utilization of Social Networking Platforms and Its Influence on Their Instructional Practices

In the evolving landscape of digital education, social networking platforms have become powerful tools that reshape how teachers deliver instruction and engage with learners. This study examined the extent of teachers’ utilization of social networking platforms and their influence on instructional practices in public elementary schools in the Sinacaban District, Misamis Occidental. A quantitative descriptive-correlational research design was employed, involving teacher-respondents selected through appropriate sampling. Data were gathered using a researcher-made questionnaire focusing on teachers’ use of social networking platforms in instructional delivery, communication, assessment practices, and professional collaboration, as well as their teaching effectiveness in terms of lesson delivery, classroom engagement strategies, use of digital tools, and feedback and assessment. Results revealed that teachers generally utilize social networking platforms to support their instructional work, with communication emerging as the most prominent function, followed by instructional delivery, professional collaboration, and assessment-related tasks. Teachers also demonstrated a generally high level of teaching effectiveness, particularly in fostering classroom engagement and delivering well-structured instruction, while practices involving digital tools and assessment were also evident but with room for further enhancement. Statistical analysis indicated a significant relationship between teachers’ utilization of social networking platforms and their teaching effectiveness. The findings suggest that the integration of social networking platforms into teaching practices contributes positively to instructional effectiveness, particularly in enhancing communication, engagement, and instructional support. It is concluded that social networking platforms play an important role in modern teaching by strengthening instructional practices and supporting teacher performance.