William S. Long Professor and Professor of Education Jeffrey Carpenter and his co-authors published the article in the 鈥淛ournal of Research on Technology in Education."
Dr. Jo Watts Williams School of Education faculty member Jeffrey Carpenter recently published peer-reviewed research in the 鈥淛ournal of Research on Technology in Education.鈥 The journal article is Carpenter鈥檚 fourth co-authored piece focused specifically on teacher Instagram use.
Carpenter collaborated on the research with colleagues from two German universities: Andr茅 Meyer, Dirk Richter, and Sebastian Kempert of the University of Potsdam, and Eric Richter of the Catholic University Eichst盲tt-Ingolstadt. Their article, 鈥淭eachers鈥 perceived stressors and stress from Instagram use鈥 is available 聽 An earlier version of the article received a Best Paper Award from the Technology as an Agent of Change in Teaching and Learning SIG at the American Education Research Association鈥檚 2025 Annual Meeting.
The article abstract reads as follows:
Many teachers use social media for professional purposes, but the impact of聽these activities on their well-being is underexplored. In this study, we developed four scales to assess stressors from teachers鈥 Instagram use and examined their relationship to Instagram-related stress among 304 teachers.聽Structural equation modeling revealed that information overload, social聽comparison, and procrastination are associated with teacher stress. Passive聽Instagram use (e.g. seeking information) was related to more social comparison and procrastination, while active use (e.g. sharing information) was聽associated with less social comparison. Our findings contribute to understanding potential side effects of teachers鈥 job-related social media use.聽Moreover, this study adds quantitative insights into how social media affects聽teacher stress, informing educators and policymakers alike.
