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Children's Use of Social Media and Their Elementary Principals

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Children's Use of Social Media and Their Elementary Principals University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2020-01-17 Children's Use of Social Media and their Elementary Principals’ Perceptions and Leadership Practices Pertaining to This Usage: A Case Study in One School District in British Columbia Sanbrooks, Jeremy J. Sanbrooks, J. J. (2020). Children's Use of Social Media and their Elementary Principals’ Perceptions and Leadership Practices Pertaining to This Usage: A Case Study in One School District in British Columbia (Unpublished doctoral thesis). University of Calgary, Calgary, AB. http://hdl.handle.net/1880/111542 doctoral thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca i UNIVERSITY OF CALGARY Children's Use of Social Media and their Elementary Principals’ Perceptions and Leadership Practices Pertaining to This Usage: A Case Study in One School District in British Columbia by Jeremy J. Sanbrooks A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION GRADUATE PROGRAM IN EDUCATIONAL RESEARCH CALGARY, ALBERTA JANUARY, 2020 © Jeremy J. Sanbrooks 2020 ii SOCIAL MEDIA, CHILDREN, AND SCHOOL PRINCIPALS Abstract Children are using social media in and out of school. School principals are struggling to deal with problems (e.g., cyberbullying, sexting, privacy issues, depression) associated with young people using social media. Research related to teen use of social media and misuse of social media is available; however, in comparison, fewer studies have examined how younger children are using social media. The purpose of this qualitative case study was twofold: to understand (a) social media use among 9-to-11- year-old children and, (b) the influences on elementary school principals' leadership practices pertaining to children's social media usage. There were three methods used to collect data in this study: student surveys, student focus groups, and principal interviews. The data were coded and organized according to the research questions. Analysis and interpretation of findings were organized by way of examining the key research questions: (a) What social media platforms are children most using? (b) How and why are children using social media? (c) What are elementary principals' perceptions of children's social media usage? and (d) What leadership practices are elementary principals using to promote positive student social media usage? This research revealed that the children in this study tended to use YouTube, TikTok, and gaming platforms to actively engage with social media. This research also revealed that problems associated with young people and social media are spilling into elementary schools and the elementary principals in this study are using both proactive and reactive leadership practices to promote positive social media usage with their students. The study concludes by offering suggestions that may be useful in the work of promoting positive social media usage with children. iii SOCIAL MEDIA, CHILDREN, AND SCHOOL PRINCIPALS Acknowledgements I'd like to acknowledge my second office, Starbucks. I may not be exact, but I think I own at least 50% of the shares by now. Thanks to all the wonderful baristas who served my tall Pikes with smiles. Most importantly, I want to acknowledge my loving-without-limits and supportive wife, Lauren. There really should be an honourary spousal degree to accompany doctoral degrees. Thanks for picking up all the slack with the kids, the house, and the organization of our lives. Thanks for letting me spend way too much money on this degree and at Starbucks. And most importantly, thank you for being my emotional cheerleader throughout this process. Lord knows there were some dark days, and you brought me through every one of them. I love you. Poppy, Juneau, Oslo, and possibly future baby #4. You were my motivation to embark on this learning journey. Poppy, I remember holding you shortly after you were born and thinking "there will be no ceilings for you." Realistically, I never thought I would pursue this level of education – I thought it was above my ceiling. But after holding you, Poppy, I decided to apply for the EdD program to show all of you kids that, truly, if you set your heart to something, you will be able to do it. So, set your hearts to giving kindness and making this world right. And I promise you, God will make good things happen. To the grandparents, Grandma and Grandpa (or "Jaja" and "Fafa") and Nana and Papa. Thanks for taking care of our family whilst Lauren and I both worked full time and I was busy trekking this crazy mountain. Thanks for loving and babysitting our three babies, feeding us, and cleaning and folding our laundry. We appreciate you beyond measure. To the Great Grandmas, GG and Amma, thank you for your prayers. Big jobs require crazy faith and digging deep. This big job was no exception and I believe the Big Man was holding my hand through it. iv SOCIAL MEDIA, CHILDREN, AND SCHOOL PRINCIPALS To my colleagues in the EdD program, how lucky were we to learn together? Special thanks to Clint and Rita for your ongoing friendship and check-ins. Thanks to Jody who absolutely saved and resuscitated me during data analysis and then held my hand through to completion. Phil, I am grateful that this EdD journey allowed us to become such good friends – for the record, I think you own the other 50% of Starbucks. To my supervisor and committee, thank you for the millions of email, phone, Skype, and Zoom correspondents. Thank you, Dr. Brandon, for inspiring me with your leadership stories during the Advanced Education Leadership course and for providing me with feedback prior to the candidacy exam and the oral defense. Thank you, Dr. Brown, for consistently providing me with small steps when the overall picture seemed too daunting, for fully immersing yourself into every word of my dissertation, and for your positive and encouraging presence. To my supervisor, Dr. Mendaglio, thank you for keeping me focused on the big picture, for constantly bringing me back to my initial research question, and for your calming presence. Lastly, I have so much gratitude for the principals and students who participated in this study, and for the school district and teachers who allowed this study to happen. Thank you to my school district for trusting me to conduct an ethical study that would benefit the children of this area. Thank you to the students and principals for your vulnerability. The stories you shared have allowed other educators, principals, and parents to understand the social media experience for children with a bit more clarity. v SOCIAL MEDIA, CHILDREN, AND SCHOOL PRINCIPALS Dedication This massive undertaking is wholly dedicated to my wife and kids. You give me joy incomparable. vi SOCIAL MEDIA, CHILDREN, AND SCHOOL PRINCIPALS Table of Contents Abstract ...................................................................................................................................................................... ii Acknowledgements ................................................................................................................................................... iii Dedication .................................................................................................................................................................. v List of Tables ............................................................................................................................................................... x List of Figures .............................................................................................................................................................. x Chapter 1 ....................................................................................................................................................................1 Introduction to the Study ...........................................................................................................................................1 Introduction ............................................................................................................................................................1 Social Media ...........................................................................................................................................................2 Social Media and Young People .............................................................................................................................2 Social Media and Schools .......................................................................................................................................4 Social Media and Principals ....................................................................................................................................5 Definitions of Social Media Applications ................................................................................................................7 Definitions of Key Terminology ..............................................................................................................................9
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