A study of friending willingness on SNSs: Secondary school teachers' perspectives

The study also revealed that teachers' friending willingness varies with the joint effects of privacy concerns and relational (social intimacy, ethical concerns) and behavioral (Facebook use and protective behaviors) factors. A privacy paradox exists in teachers' willingness to friend homeroom students and non-administrative colleagues. Teachers have privacy concerns related to all five types of requesters, but they report fewer privacy concerns and more ethical concerns and social intimacy when friending in-class and homeroom students. However, these teachers employ privacy protection practices only when friending unknown and in-class students and administrative colleagues. When friending colleagues, intensive Facebook use was found to be the strongest predictor of teachers' friending willingness. The implications of these findings and suggestions for future research are discussed.