The purpose of this study was to examine reasons for teacher participation in online communities of K–12 teachers. The authors interviewed 23 teachers from three self generated online communities and analyzed more than 2,000 postings in those communities. The findings indicated five reasons for participation: (a) sharing emotions, (b) utilizing the advantages of online environments, (c) combating teacher isolation, (d) exploring ideas, and (e) experiencing a sense of camaraderie. In conclusion, the findings imply that when designing teacher professional development programs, more emphasis needs to be placed on teachers’ emotional sharing and promotion of self-esteem.
Hur et al. (Sun,) studied this question.