Social Media as Professional Development for Physical Education Teachers in International Schools in Nairobi, Kenya.

Lorence Ishuga Kiunga (Corresponding Author)
Department of Educational and Psychological Studies, KCA University, Kenya Lorenceishuga12@gmail.com      https://orcid.org/0009-0007-8652-4954

Dr Ann Munuku
Department of Performing Arts, Film and Media Studies, KCA University, Kenya
annmunuku@kcau.ac.ke        https://orcid.org/0009-0005-4270-772X

Dr Susan Kagendo Kimotho
Department of Educational and Psychological Studies, KCA University, Kenya susankimotho@kcau.ac.ke      https://orcid.org/0009-0007-5820-8217

Abstract
Social media serves as an accessible avenue for teachers’ professional development. However, there is limited evidence on how Physical Education teachers in Kenyan international schools use these platforms to support professional development. This study investigated the role of social media in the professional development of Physical Education teachers in selected international schools. The study was conducted in selected international schools in Nairobi City County, Kenya. A descriptive survey design with an embedded qualitative component was adopted. Multistage sampling selected 143 Physical Education teachers and 15 headteachers. Questionnaires and semi-structured interviews were used to collect quantitative and qualitative data, which were analyzed using descriptive statistics and thematic analysis. Instagram (n = 92), LinkedIn (n = 80), and YouTube (n = 75) were the most frequently used platforms. Most respondents (75.5%) collaborated with other Physical Education teachers through social media. Reported benefits included stronger professional networks, increased motivation to adopt new teaching methods, improved teaching practice, and enhanced student engagement. Key challenges included unreliable internet connectivity (52.5%), privacy and data security concerns (50.4%), difficulty assessing information credibility (47.6%), and inadequate digital skills (42.0%). Social media supported the continuing professional development of Physical Education teachers by facilitating collaboration, knowledge sharing, and professional networking. Schools should strengthen digital literacy, improve institutional support, establish clear policies for professional social media use, and improve internet access to maximize these benefits.

Keywords: Social media, professional development, physical education teachers, international schools

Article Type: Open Access

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