同志教師的社群媒體使用與自我揭露：以Instagram 為例

Abstract

本研究以使用與滿足 (U&G) 理論為基礎，探討同志教師如何透過Instagram (IG) 揭露其教師或性傾向身份，觀察他人身份揭露的方式，並從中獲得動機與滿足感。透過質性訪談與IG貼文分析，本研究識別出多種自我揭露形式、動機及其帶來的滿足。 作為貼文者，受訪的同志教師揭露教師身份的動機包括記錄重要日常時刻、促進專業討論以及推動社會倡議等；揭露其性傾向身份的動機則為展現伴侶生活、挑戰社會刻板印象等。上述揭露行為能夠帶來正向回饋、社交連結，以及促進外界對其身份的理解，進而獲得滿足感。 作為觀看者，他們觀看教師相關內容的目的包括促進專業成長、尋求支持等；觀看同志相關的內容則出於娛樂需求、提升幸福感，或滿足社交需求。雖然觀看過程中偶爾會產生短暫的負面情緒，但整體而言，他們從中體驗到了群體連結、快樂與放鬆。 本研究對男同志與女同志教師使用IG的方式進行了深入分析，可進而提供未來的學術研究與實務應用之參考。This research, based on the Uses and Gratifications (U&G) theory, studies how lesbian & gay teachers use Instagram (IG) to disclose their identities as teachers or as lesbian & gay individuals, to observe others’ identity disclosures, and to derive motivations and gratifications. Through qualitative interviews and Instagram post analyses, the study identifies various forms of self-disclosure, motivations, and the gratifications gained. As content creators, lesbian & gay teachers interviewed disclosed their teacher identities in order to document significant daily moments, foster professional discussions, and initiate advocacy campaigns. In addition, regarding their lesbian& gay identities, the disclosures were motivated to expose their life with their partners, challenge social stereotypes. These disclosures could lead to gratifications through positive feedback, social connection, and understanding with respect to their identies. As content viewers, lesbian & gay teachers observed teacher-related contents for professional growth, support, etc., and lesbian & gay-related contents for the needs of entertainment, happiness, and socializing. Although transient negative emotions might appear sometimes, they in general experienced group connection, joy, and relaxation.This study offers insights into lesbian& gay teachers’ Instagram use and, furthermore, provides implications for future academic research and practical applications.