Abstract
This study explores the determinants of teachers’ work performance using social media, drawing on media synchronicity theory (MST), social capital theory (SCT), and integrated marketing communications (IMC) Theory. A comprehensive survey was administered to 622 faculty members across ten prominent universities in Sichuan Province, China, using a 7-point Likert scale for response measurement. Data were collected via structured questionnaires and analyzed using structural equation modeling (SEM). The findings indicate that online communication, information transfer, resource exchange, and social capital positively influence work performance, with social capital and technology stress serving significant mediating roles. This study contributes to the literature by elucidating complex determinants of work performance in the context of higher education and underscores the direct effects of digital communication and resource sharing, as well as the critical mediating roles of social capital and technology stress. However, this study is limited by its focus on a single region and reliance on self-reported data. Future research should include a more diverse sample and incorporate qualitative methods to more deeply understand educators' subjective experiences with social media in educational settings.
Published Version
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