Examining the relationship between teachers' self-disclosure behaviors on social media and their social anxiety and social approval needs on social media.

In this study, it was aimed to examine the relationship between teachers' self-disclosure behaviors on social media and social media anxiety and social approval need. The related research was conducted in the relational survey type using quantitative method. Purposive sampling method was used in the study and data were collected from 467 teachers. Personal Information Form, Self-Disclosure in Social Media Scale, Social Anxiety Scale for Social Media Users and Social Approval Need Scale were used as data collection tools. The data obtained were analyzed using SPSS 20.0 package program. According to the results obtained from the independent sample t-test, analysis of variance and Pearson correlation analysis, it was seen that teachers engaged in moderate self-disclosure behavior on social media, felt moderate social media anxiety and social approval need. Self-disclosure behavior in social media was found to differ in gender and marital status variables, while social anxiety and social approval need in social media did not differ in gender and marital status variables. It was found that the variables of graduated department, level of employment, professional seniority and educational status did not differ with self-disclosure on social media, social anxiety experienced on social media and need for social approval. Duration of social media use was found to be related to social media self-disclosure, social anxiety experienced on social media and social approval need. While self-disclosure behavior on social media was not found to be related to social media anxiety, it was found to be related to the need for social approval.