Abstract
This exploratory case study examines 35 popular posts on #teacherquittok, describing how teachers use multimodal elements to illuminate an unsustainable teaching profession across the United States. Employing multimodal content and frame analyses, this study finds posts take on a political dimension, linking resignations to workplace grievances. However, posts rarely make policy demands or encourage offline activism. Hence, #teacherquittok resembles new social movements online that emphasize building coalitions and shared narratives rather than overt action. These findings suggest that #teacherquittok is a platform for teachers to voice challenges and contribute to public discourse related to poor working conditions across the profession.
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