Social media marketing and communications strategies for school superintendents
Bibliographic record
Abstract
Purpose – The purpose of this paper is to describe, analyze, and interpret the experiences of school superintendents who use multiple social media tools with stakeholders as part of their comprehensive communications practices. Additionally, it examined why superintendents have chosen to communicate with their stakeholders through social media. Design/methodology/approach – Qualitative interviews were conducted with a total of 12 school superintendents; three each from the northeast, south, midwest, and west regions of the USA and Canada. Findings – Six themes emerged from the 12 qualitative interviews with the superintendents and from the internet data regarding their social media use. The six emergent themes included: (1) more immediate and more frequent interactions between school superintendents and their stakeholders; (2) greater transparency regarding decision-making and budgeting processes; (3) impact on a school superintendent's personal and professional growth; (4) stronger connections to local stakeholders, to fellow educators, and to the world; (5) use is an expectation: it is no longer optional; and (6) accessing information from the superintendent in a multi-modal way. Research limitations/implications – This study was limited to the perceptions of superintendents who currently use two or more forms of social media to communicate with their stakeholders. The study did not include the thoughts and perceptions of superintendents who are only experimenting with social media use, those who have not been able to engage their stakeholders in two-way conversations, or those who have not yet implemented social media as part of a comprehensive communications approach. Practical implications – Implications are provided for school administrators, boards of education, and educational leadership programs. Originality/value – A unique study into the experiences of school superintendents who use multiple social media tools as part of their communications practices with stakeholders.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.009 | 0.004 |
| Scholarly communication | 0.007 | 0.005 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.014 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".