SOCIAL NETWORKS AS A COMMUNICATION TOOL FOR PROMOTING A TEACHER’S PERSONAL BRAND

Abstract

The article addresses the problem of using social networks as a communication tool for promoting a teacher’s personal brand in the context of digital transformation of education. The authors substantiate the relevance of the study, driven by the need to reconsider the professional identity of teachers in the media space, where new forms of communication that affect public perception of the profession are emerging. The aim of the study is to identify the potential of social networks as a platform for constructing and promoting a teacher’s personal brand, as well as to determine effective strategies for teacher self-presentation in the digital environment. The theoretical and methodological basis of the work comprises the concepts of mediatization of social processes, as well as approaches to the study of self-presentation stemming. The research employed methods of systematic analysis of scientific literature, content analysis of teachers’ publications in social networks, and surveying teachers. The scientific novelty of the work lies in substantiating a media conflictological approach to studying a teacher’s personal brand, which allows considering the teacher not as a passive participant in media communications but as an active subject shaping their own image and influencing public opinion about the profession. The theoretical significance of the study consists in systematizing knowledge about the mechanisms of constructing a teacher’s personal brand in the digital environment, as well as in identifying the relationship between a teacher’s self-presentation strategies and their professional reputation. The practical significance of the work is determined by the possibility of using the obtained results to develop methodological recommendations for teachers on effectively managing professional accounts in social networks. The article presents the results of an empirical study conducted among school teachers, which made it possible to identify the main motives for maintaining professional accounts, preferred self-presentation strategies, and factors influencing the success of personal brand formation. The authors argue that effective teacher self-presentation in social networks requires a conscious approach, including defining the value-based foundation of the brand, selecting appropriate platforms, creating diverse content, maintaining a visual style, and regularly interacting with the audience. Special attention is paid to the risks associated with a teacher’s entry into the media space, including the need to observe professional ethics, protect against information noise, and manage conflict situations.