Abstract

• The main purpose of this study is to investigate the effects of social networking sites on social self-efficacy among teachers. The questionnaire survey method and quantitative approach were applied in this study. A total of 458 teachers from Yangon, Tanintharyi and Magway participated in this study. The required sample was selected using a random sampling technique. As the research instruments, Facebook Group Uses and Gratification (Park et al., 2009) and Perceived Social Self-efficacy (PSSE; Smith & Betz, 2000) were adopted to examine social networking sites (SNS) and social self-efficacy. In general, the results of the descriptive analysis revealed that social networking sites and social self- efficacy in this study were satisfactory because the mean percentage of social networking sites and social self efficacy were 75.94% and 61% respectively. The results of ANOVA revealed that there were significant differences in teachers’ social networking sites by age but not found for job position and region. There were also significant differences in social self-efficacy by region and time spent using SNS per day but not found for age and job position. Moreover, according to Pearson’s correlation, there was significantly correlated between social networking sites and social self-efficacy among teachers (r (456) = 0.449, p < 0.01). Regression analysis revealed that approximately 22% of the variance in social self-efficacy can be explained by social networking sites. The findings of this study will be benefitted for teachers, teacher educators, principals, policymakers, and administrators to have a deeper understanding of the effect of social networking sites on social self-efficacy while considering how to improve productivity and education systems.