Considerations

While the use of online spaces for professional development (PD) offers numerous benefits, it is crucial for educators to consider the ethical and moral implications of engaging in such spaces. Social media and online networks have become integral tools for teacher growth, but these platforms bring with them challenges. Educators must navigate these concerns carefully to maintain both their professional integrity and personal well-being.

Legitimizing Social Media in PD

The legitimacy of social media as a valid platform for professional development remains a contested issue within the educational community. Many academics continue to view social media usage in a professional context as trivial or inappropriate, questioning its academic value (Forbes, 2017; Fox & Bird, 2017). There is a growing need for further research and public discourse to elevate online spaces as legitimate avenues for professional growth. If policymakers and administrators were to recognize online networks as a valid form of PD, it could significantly enhance job satisfaction and professional development opportunities. However, there is concern that formalizing these networks into official PD models could diminish their informal, responsive nature (Bruguera et al., 2019).

Balancing Personal Boundaries

One of the most significant considerations for educators using social media for PD is the balance between professional and personal time. Many teachers report engaging in online PD during their unpaid time, spending hours outside of school to grow professionally (Forbes, 2017; Fox & Bird, 2017; Hashim & Carpenter, 2019). While this level of engagement can be enriching, it poses the risk of burnout. Teachers must set clear boundaries to protect their work-life balance, ensuring that the pursuit of professional growth does not come at the cost of their personal well-being. However, despite often using personal time outside of working hours, educators still deem this use of their time valuable, enlightening, or necessary to fill in gaps left by traditional PD, even if they are not receiving any formal credit, compensation, or recognition (Liljekvist et al., 2021; Nelimarkka et al., 2021; van Bommel & Liljekvist, 2016). Educators should reflect on the sustainability of their participation in online networks, weighing the benefits of professional growth against the potential negative impact on their health.

The Rise of Teacherpreneurs: Ethical Dilemmas

An emerging issue in the digital age is the rise of the "teacherpreneur" or "teacher influencer" - educators who use their online presence to generate income through their educational content (Azevedo, 2025; Carpenter et al., 2023). As teachers participate in online PD, they may find themselves engaging with influencers or even becoming one themselves. While these new opportunities can enhance professional growth, they also raise ethical questions about the commodification of teaching. Some teachers have even left the classroom to become full-time influencers, citing the financial rewards and flexible lifestyle as primary motivators (Schmeichel et al., 2022). This shift raises critical concerns about the quality of content being shared online and the monetization of educational resources. Questions arise about gatekeeping in these spaces and whether the pursuit of financial gain undermines the quality and integrity of educational materials (Carpenter & Harvey, 2020). Additionally, there are concerns about how the "Instagram vs. reality" phenomenon may affect the perceptions and expectations of both pre-service and in-service teachers (Muir, 2022), possibly leading to unrealistic career expectations and diminished self-efficacy.

Privacy, Professionalism, and the Ethics of Monetization

The practice of teachers posting content about their classrooms and students also raises significant privacy concerns. Teachers must be cautious about sharing images, videos, or personal stories involving students, as this can blur professional boundaries and compromise student confidentiality (Bessant, 2024; Cino & Vandini, 2020). Similarly, educators who engage in monetized content creation need to critically examine the ethical implications of profiting from educational content. How does the commercialization of teaching affect the professional reputation of educators? Is it ethical for teachers to use their platform for personal financial gain, especially if it involves promoting products or services that are linked to students' interests or needs? These are questions that require deep reflection as educators engage with online spaces for PD.

Final Reflections

Ultimately, educators must approach online spaces for PD with a critical mindset. While these networks offer rich opportunities for professional growth, teachers must be wary of self-promotion and capitalistic motivations that can sometimes dominate these spaces. Educators need to reflect on their own motivations and the impact their online presence may have on their professional identity and the broader field of education (Forbes, 2017; Fox & Bird, 2017). Teachers engaging with online influencers or stepping into the role of an influencer themselves must be particularly thoughtful about who benefits from their actions and how their presence in these spaces represents the teaching profession. By considering these ethical dilemmas, educators can better navigate online spaces and ensure that their engagement aligns with both their personal and professional values.

These issues warrant further exploration and discussion, and it is hoped that they will continue to be addressed through research and dialogue in the field of education, especially as the use of social media and digital platforms for PD continues to evolve.