The analysis of the contributions of social networks usage to school culture on primary school teachers

The aim of the current study is to analyze the contributions of social networks usage to school culture on primary school teachers in terms of certain variables. The population consists of primary school teachers working in public schools in Gaziantep, and the sampling consists of 340 teachers from 25 of these schools. The data was gathered by using a 42-scale questionnaire which contains the elements of social networks and organizational culture. T-test and One-Way Anova were used in the statistical analysis process. The analysis revealed that in terms of contributions of social networks usage to school culture male teachers compared to female teachers; teachers who own personal computers compared to teachers who do not own a personal computer; teachers who use Facebook compared to teachers who use social networks other than Facebook; teachers who spend more time on social networks compared to teachers who spend less time on social networks and teachers with real identities compared to teachers with fake identities on social networks revealed more positive opinions. When dimensional mean scores are taken into consideration, in all scale parameters the option ?I don?t agree.? seems to be the dominant option although this option is quite close to the ?I agree.? option. In terms of scaling items, the option ?I don?t agree.? seems to come forward in 30 items, and the item ?I agree.? comes forward in 12 items.