Integrating expectancy-value theory and social capital: A netnographic study of social studies teachers' motivations for participation in online teacher communities

This netnographic study explores the motivations of social studies teachers in Turkey to participate in Facebook-based online teacher communities and post content. Integrating expectancy-value theory and sociocultural perspectives on online communities of practice (CoPs) and social capital, this study conceptualizes teachers' online participation as both an individual cost–benefit evaluation and a socially embedded practice. Using a three-phase netnographic design (systematic observation, content analysis, and follow-up interviews), data were generated from posts and comments in three large Facebook groups and from in-depth interviews with active participants. Thematic analysis shows that teachers join and contribute primarily to access subject-specific resources, solve classroom problems, reduce professional isolation, and receive emotional support, while generally avoiding open conflict and controversy. By linking teachers’ stated reasons for posting to established motivational and sociocultural frameworks, the study extends international research on online teacher communities to the understudied context of Turkish social studies education.