The TikTok Performances of Secondary ELA Teachers
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| Title: | The TikTok Performances of Secondary ELA Teachers |
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| Language: | English |
| Authors: | Lauren May, Heather Wright |
| Source: | International Journal of Contemporary Educational Research. 2025 12(4):327-337. |
| Availability: | International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Video Technology, Social Media, Mass Media Use, Secondary School Teachers, Public School Teachers, English Teachers |
| ISSN: | 2148-3868 |
| Abstract: | This paper describes a study on popular TikTok video content generated by secondary English Language Arts (ELA) teachers. The purpose of this study was to determine what TikTok content is out there and potentially influencing aspiring teachers. Thus, the research question asks: What information is being dispersed through TikTok, specifically from secondary ELA teachers? We examined the TikTok videos through the framework of Goffman's (1956) performances. The top 20 most-liked videos on 50 public secondary ELA teacher TikTok accounts were collected via three approaches and examined through a platform content analysis. A total of 1,000 videos were coded into one of six categories: re-enactments, teacher tips, non-teacher related, trends, responding to comments/audience, and school-related health. The findings show that re-enactments were the largest category of videos (n=369) while school-related health videos were the smallest category (n=74). After analysis, it was clear that TikToks serve as performances that provide fronts, dramatic realizations, and idealizations for viewers and their understanding of the ELA teaching profession. A limitation of this study was that this was a public and variable data set. Since specific videos were chosen through a process of like counts, many potentially rich videos were not included in the study due to varying like counts or time of being posted. In response to the research question, the content of secondary ELA TikTok teacher videos is detailed within this study. If used by teacher educators, these TikToks could support the education of teacher candidates as aspiring ELA teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494247 |
| Database: | ERIC |
| Abstract: | This paper describes a study on popular TikTok video content generated by secondary English Language Arts (ELA) teachers. The purpose of this study was to determine what TikTok content is out there and potentially influencing aspiring teachers. Thus, the research question asks: What information is being dispersed through TikTok, specifically from secondary ELA teachers? We examined the TikTok videos through the framework of Goffman's (1956) performances. The top 20 most-liked videos on 50 public secondary ELA teacher TikTok accounts were collected via three approaches and examined through a platform content analysis. A total of 1,000 videos were coded into one of six categories: re-enactments, teacher tips, non-teacher related, trends, responding to comments/audience, and school-related health. The findings show that re-enactments were the largest category of videos (n=369) while school-related health videos were the smallest category (n=74). After analysis, it was clear that TikToks serve as performances that provide fronts, dramatic realizations, and idealizations for viewers and their understanding of the ELA teaching profession. A limitation of this study was that this was a public and variable data set. Since specific videos were chosen through a process of like counts, many potentially rich videos were not included in the study due to varying like counts or time of being posted. In response to the research question, the content of secondary ELA TikTok teacher videos is detailed within this study. If used by teacher educators, these TikToks could support the education of teacher candidates as aspiring ELA teachers. |
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| ISSN: | 2148-3868 |
