Graduate Studies

 

First Advisor

Elizabeth B. Lewis

Degree Name

Doctor of Philosophy (Ph.D.)

Department

Teaching, Curriculum, and Learning

Date of this Version

8-2025

Document Type

Dissertation

Citation

A dissertation presented to the Graduate College of the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Educational Studies (Teaching, Curriculum, and Learning)

Under the supervision of Professor Elizabeth B. Lewis

Lincoln, Nebraska, August 2025

Comments

Copyright 2025, Rachel M. Benzoni. Used by permission

Abstract

This qualitative multiple case study investigates how four secondary science teachers use TikTok to advocate for science education and how content creation shapes their professional identities as leaders. Using interviews and video content with a framework integrating constructivist leadership, Leader Identity Construction Theory (LICT), and the Social Change Model (SCM), findings show participants enacted leadership outside formal roles through distributed and relational practices leveraging social media's affordances. Five themes emerged from the analysis: (1) Reconceptualizing Teacher Leadership on Social Media, (2) Leadership Through Equity-Driven Practice, (3) Constructing and Leading in Online Professional Learning Communities, (4) Forming and Negotiating Identities in New Contexts, and (5) Navigating Perceptions of Expertise and Legitimacy in Science Discourse. Participants used TikTok to reflect on practice, connect with peers, assert professional authority, and promote inclusive science teaching. This study contributes to research on informal teacher leadership by illustrating how educators use social media to influence science discourse, build community, and advance equity, with implications for teacher preparation, teacher leadership development, and science education policy.

Advisor: Elizabeth B. Lewis

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