by Esther Fagyan Rizaldo
The impact of social media on education is undeniable. It serves as a dynamic platform for accessing various types of information, from news and current trends to academic resources. With just a quick search, answers to questions are readily available, making it a virtual “study buddy” for learners of all ages. Whether young or old, social media has proven to be a valuable tool for acquiring knowledge, fostering collaboration, and staying updated in an ever-changing world.
For education leaders, social media can sometimes pose significant challenges. It may lead to personal insecurities, mental strain, and a decline in focus, ultimately impacting their work performance. The constant exposure to criticism or negative feedback can cause distress, leaving individuals unsure of how to respond, further affecting their concentration.
One of the downsides of social media is that it gives everyone—locally, nationally, and globally—an open platform to comment and critique. While this can foster discussions, it can also degrade one’s sense of self, especially when people hide behind anonymity to deliver hurtful comments. This tendency to attack from the shadows reflects a lack of courage, and it’s a sad reality that many must contend with. Unfortunately, such behavior can erode confidence and trust, creating unnecessary stress in both personal and professional realms.
I became a victim of social media when an unsatisfied parent lodged a complaint via email to the National DepEd Office. That evening, my supervisor called, informing me that her office had received a letter accusing our school of collecting reams of bond paper from students, a violation of DepEd’s No Collection Policy. The complaint, apparently sent by the same parent, escalated beyond our local school level.
That night, I experienced a whirlwind of emotions. My heart raced, and I couldn’t control the tears streaming down my face. It felt like I was being unfairly accused of something beyond my control. Sleepless and anxious, I reflected on my decades of service at the Department—this was the first time I’d faced such a situation.
The collection had been discussed in a homeroom meeting regarding the printing of modules, but I wasn’t present because I was attending a seminar. As a result, I wasn’t fully aware of what had transpired, making the situation even more frustrating and confusing for me. This experience showed me how quickly social media and online platforms can escalate misunderstandings, often leading to emotional distress without a chance to clarify the facts.
This situation affected me so deeply that I began to feel overwhelming fear and anxiety every time my phone rang or beeped with a notification. The constant worry that the message might be from my supervisor’s office made me anxious to the point of paranoia. I was advised to turn off my phone, which I did for a while, but I still had to check it regularly for reports and other work-related concerns. Every new message caused my heart to race, and I braced myself for more bad news.
Adding to my distress, instead of receiving support from my fellow school head, I found myself isolated. Rather than offering comfort or understanding, they spoke against me, compounding the sense of loneliness and betrayal I already felt. It was a difficult and disheartening experience, made worse by the absence of someone to lean on during such a challenging time.
The very next day, I called a meeting with the teachers to address the complaint. To my relief, all of them confirmed that it was actually a suggestion from the parents themselves, and everyone had agreed to it. The minutes of the meeting were presented as proof, showing clearly that it wasn’t a mandatory collection, but rather a voluntary donation for those who wished to contribute to the reproduction of modules.
It became evident that this was a misunderstanding between the terms “collection” and “donation.” We already had an ample supply of bond paper, so there was no reason to require contributions. Instead, this was a matter of parents volunteering to help, not an enforced collection. This distinction highlighted the need for clear communication to avoid further confusion in the future.
The supportive parents during the school meeting.
Support from parents quickly emerged, leading to a general meeting to clarify the complaint. The majority of parents expressed their agreement with the initiative, which was a great relief. I am incredibly thankful for our supportive parent community, and I’m proud of how we acted swiftly to address the situation.
We provided a clear justification for the donation process, and thankfully, everything was resolved positively. Ultimately, our focus remains on the betterment of our learners and the school. During challenging times like these, it’s crucial for us to work collaboratively, fostering a harmonious relationship among all stakeholders. Together, we are united in achieving the Department’s Vision, Mission, Goals, and Objectives.
Power Team: The Backbone of Our Students’ Success! Supportive parents raise their hands high at the Parent-Teacher Meeting, showing their unwavering commitment to our students’ growth.
It’s essential to establish boundaries for the use of social media; it should serve our interests rather than diminish one another. While social media offers many advantages, being a victim of its negative aspects can be painful. Providers must find ways to mitigate these issues to foster a healthier online environment.
Despite its drawbacks, social media has made significant contributions to our lives. As a baby boomer navigating the realm of technology, I’ve witnessed firsthand the remarkable evolution of communication. This experience allows me to reflect on the adjustments we’ve made to stay connected, especially during periods of separation due to work.
Back in the 1980s, when my husband worked abroad, our only means of communication was through letters. I still remember the emotional weight of writing those letters, often marked by tears that stained the paper. We also exchanged voice tapes via mail, which could take weeks to arrive. Although these methods provided a sense of connection, they also amplified our homesickness.
In contrast, today’s social media platforms make it incredibly easy to stay in touch. My two sons now work overseas, and communicating with them is a breeze. With just a few taps on my phone, I can engage in conversations that feel almost as if we’re face-to-face. Moreover, social media allows us to receive news updates almost instantaneously. Instead of waiting for the evening or morning news, we can now check our feeds for real-time information on current events. We access not only political news but also valuable updates on health, international stories, weather reports, and more. The phrase “the world is at our fingertips” has never been more accurate.
However, one key takeaway from my journey is the importance of exercising caution when engaging with social media. We must be vigilant in verifying news sources before accepting information as truth. In an era where misinformation is rampant, we should be discerning about what we choose to believe and share. The rise of technology has also brought an increase in online misconduct and abuse, making us all vulnerable unless we approach our digital communities carefully.
Following my challenging experience with social media, I still view it as a vital communication tool. After all, its primary purpose has always been to connect people. What I’ve learned is to use social media judiciously, being mindful of what I share and what I believe. Having faced the darker side of this platform, I’m determined not to endure such an experience again.
The power of social media keeps our family connected across Saudi Arabia, Japan, and the Philippines. A video call with my children brings us closer.
About the Author:
Esther Fagyan Rizaldo began her career as a teacher, dedicating 20 years to the profession before transitioning into administration. She currently serves as the principal of Lubas Elementary School and is pursuing her doctorate at Baguio Central University, staying attuned to the latest trends, challenges, and issues in graduate education.
About the Editor:
Genevieve Balance Kupang, PhD is the Baguio Central University’s dean of graduate school and representative for internationalization. She is a member of the board of directors of the Cordillera Association of Internationalization Relations Offices (CAIRO) and the World University Network of Innovation (WUNI)-Leaders.
