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HUBUNGAN SYMBOLIC INTERACTION DENGAN SELF-PRESENTATION PADA GURU GEN Z DI MEDIA SOSIAL
The urgency of this research lies in the importance of understanding how Generation Z teachers construct their professional image on social media, amid the tension between freedom of expression and social norms. This study aims to examine the relationship between symbolic interaction and self-presentation among Generation Z teachers on social media. This research employed a quantitative approach with a correlational design. The participants were 277 Generation Z teachers in Indonesia, aged 21–28, with at least one year of teaching experience and active users of social media platforms such as Instagram, TikTok, Facebook, or X. The instruments used were a symbolic interaction scale based on Mead’s theory and a self-presentation scale adapted from Strimbu et al. (2021). The results of hypothesis testing showed a statistically significant negative correlation between symbolic interaction and self-presentation (r = -0.446; p < 0.001). This means that the higher the level of self-presentation, the lower the level of symbolic interaction, and vice versa. This finding suggests that in social and professional contexts, Generation Z teachers tend to limit direct self-expression due to the influence of prevailing social norms and structures. The determination coefficient (R²) was 0.199, indicating that symbolic interaction accounted for only 19.9% of the variance in self-presentation, while the remaining 80.1% was influenced by other factors. Additional analysis showed no significant differences in self-presentation based on gender or age. This study contributes to the early understanding of the dynamics between symbolic interaction and self-presentation among Generation Z teachers on social media and provides a foundation for further research across various cultural, professional, and generational contexts.
FAKULTAS ILMU SOSIAL DAN HUMANIORA, UIN SUNAN KALIJAGA YOGYAKARTA
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