“Teachers are not Imams”: The impact of social media on the status of teachers in Kazakhstan

Abstract

This research explores the potential impact of social media on the professional status of teachers in Kazakhstan, examining its role in facilitating professional development and its potential to trigger reputational risks. Social media is experiencing growth in Kazakhstan, which presents challenges for teachers. This study investigates how social media influences the professional identity and perceived status of teachers in society. A combination of quantitative survey data and qualitative interviews with teachers and school leaders was conducted. It has been demonstrated that although social media may enhance a teacher's reputation by facilitating the sharing of educational material and professional achievements, it also brings potential concerns, such as cyberbullying, privacy violations, and challenges in preserving personal and professional boundaries. These results emphasize the need for explicit guidelines on the ethical use of social media in educational settings and instructional approaches.