Abstract
This study explored the experiences and perceptions of millennial teachers who are also social media content creators. Using a qualitative multiple case study design, five male DepEd teachers from Region 12 (SOCCSKSARGEN), Mindanao, Philippines—identified as micro-influencers—were selected through purposive sampling. These participants produced educational content on platforms such as Facebook, TikTok, and YouTube. Data were analyzed using qualitative thematic analysis to identify recurring patterns and insights. The study revealed that teacher-content creators used social media to support classroom engagement, express resilience, and navigate personal and professional challenges. It also highlighted both the opportunities and pressures associated with maintaining an online presence. Although limited to male participants due to the specific focus and accessibility constraints, this limitation is acknowledged. The findings contribute to the understanding of teachers’ digital identities and offer implications for educational policy, particularly in recognizing the evolving role of educators in online spaces and the potential of social media as a tool for professional and pedagogical development.
