English language teacher identity construction on Instagram: A looking-glass self theory perspective

Abstract

Despite the widespread use of social media among English language teachers, their experiences on these platforms have received little attention. Using the looking-glass self (LGS) theory, this article examines how English language teachers who utilize Instagram for self-branding perceive user preferences, how their perceptions of audiences' judgments influence their content creation, and how audiences' feedback influences teachers' self-concept. The data gathered from narrative frames and semi-structured interviews with 16 English language teachers indicate that they predominantly believe users regard Instagram primarily as an entertainment platform. Consequently, they craft posts to resonate with the platform's entertainment ethos, aligning with the playful, imaginative preferences of the user base to gain more visibility. At the same time, they strive to balance the desire for visibility and engagement with the need to maintain educational integrity and professional standards, resisting sensationalism. The study highlights that user feedback significantly directs teachers' content style and shapes their self-concept, with positive reactions fostering continued participation and negative feedback, coupled with Instagram's navigational challenges, causing vulnerability and identity negotiation.