Abstract
Some young and inexperienced teachers working in the rural and disadvantaged region of Turkey have the habit of constantly producing digital content and sharing virtual videos in classrooms/schools. Thus, the students become the material of virtual trade. The process of becoming a teacher influencer and its effects on the students were examined in detail. The study had a phenomenology design as one of the qualitative methods. The data were collected from the teachers of various teaching areas (n= 201). According to the findings, the majority of the teachers participating in the study thought that being a teacher influencer, and teacher influencers caused damage on the students and violated children’s rights.
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