Articles
DOI DOI: 10.52380/ijcer.2025.12.4.874

The TikTok Performances of Secondary ELA Teachers

Lauren May1, Heather Wright2
  1. 1 Longwood University, Department of English and Modern Languages, Farmville, Virginia, USA
  2. 2 Gardner-Webb University, Department of English Language and Literature, Boiling Springs, North Carolina, USA

Abstract

This paper describes a study on popular TikTok video content generated by secondary English Language Arts (ELA) teachers. We examined the TikTok videos through the frameworks of Goffman’s (1956) performances. The top 20 most-liked videos on 50 public secondary ELA teacher TikTok accounts were collected via three approaches and systematically reviewed. The categories of examined content were re-enactments, teacher tips, non-teacher related, trends, responding to comments/audience, and health. The findings reflect that TikToks are serving as performances that provide fronts, dramatic realizations, and idealizations for viewers and their understanding of the ELA teaching profession. These TikToks can be utilized to support current and aspiring ELA teachers.

How to Cite

May, L., & Wright, H. (2025). The TikTok Performances of Secondary ELA Teachers. International Journal of Contemporary Educational Research, 12(4), 327–337. https://doi.org/10.52380/ijcer.2025.12.4.874
Endnote/Zotero/Mendeley (RIS) BibTeX

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