Social media has become an integral part of human life in the 21st century. The number of social media users was estimated to be around 3.6 billion individuals in 2020. Social media platforms (e.g., Facebook) have facilitated interpersonal communication, diffusion of information, the creation of groups and communities, to name a few. As far as education systems are concerned, online social media has transformed and connected traditional social networks within the schoolhouse to a broader and expanded world outside. In such an expanded virtual space, teachers engage in various activities within their communities, e.g., exchanging instructional resources, seeking new teaching methods, engaging in online discussions. Therefore, given the importance of teachers in social media and its tremendous impact on PK-12 education, in this dissertation, we investigate teachers in social media from a data science perspective. Our investigation in this direction is essentially an interdisciplinary endeavor bridging modern data science and education. In particular, we have made three contributions, as briefly discussed in the following. Current teachers in social media studies suffice to a small number of surveyed teachers while thousands of other teachers are on social media. This hinders us from conducting large-scale data-driven studies pertinent to teachers in social media. Aiming to overcome this challenge and further facilitate data-driven studies related to teachers in social media, we propose a novel method that automatically identifies teachers on Pinterest, an image-based social media popular among teachers. In this framework, we formulate the teacher identification problem as a positive unlabelled (PU) learning where positive samples are surveyed teachers, and unlabelled samples are their online friends. Using our framework, we build the largest dataset of teachers on Pinterest. With this dataset at our disposal, we perform an exploratory analysis of teachers on Pinterest while considering their genders. Our analysis incorporates two crucial aspects of teachers in social media. First, we investigate various online activities of male and female teachers, e.g., topics and sources of their curated resources, the professional language employed to describe their resources. Second, we investigate male and female teachers in the context of the social network (the graph) they belong to, e.g., structural centrality, gender homophily. Our analysis and findings in this part of the dissertation can serve as a valuable reference for many entities concerned with teachers' gender, e.g., principals, state, and federal governments.Finally, in the third part of the dissertation, we shed light on the diffusion of teacher-curated resources on Pinterest. First, we introduce three measures to characterize the diffusion process. Then, we investigate these three measures while considering two crucial characteristics of a resource, e.g., the topic and the source. Ultimately, we investigate how teacher attributes (e.g., the number of friends) affect the diffusion of their resources. The conducted diffusion analysis is the first of its kind and offers a deeper understating of the complex mechanism driving the diffusion of resources curated by teachers on Pinterest.
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