Effects of Lecturer-Student Social Media Interactions on Students' Perception of Academic Leadership at Kogi State Polytechnic

Abstract
this study investigates the effects of lecturer-student interactions on social media and their impact on students' perceptions of academic leadership at Kogi State Polytechnic, Nigeria. As digital platforms increasingly influence communication in educational contexts, social media tools like Facebook, Twitter, and WhatsApp are now integral to academic engagement. This research employs a quantitative design, gathering data from 200 randomly selected students through a structured questionnaire containing both closed and open-ended questions to assess students' experiences and perceptions. The study's findings reveal a high level of engagement, with 70% of respondents interacting with their lecturers on social media at least once a week, and 40% reporting daily interactions. A substantial 60% of students perceive their lecturers as more approachable due to these social media interactions, suggesting that social media contributes to creating a more accessible academic environment. Additionally, 85% of students acknowledge that these interactions influence their views on academic authority, indicating that social media plays a role in shaping perceptions of leadership in the academic context. While the study underscores the positive aspects of enhanced communication and greater engagement between students and lecturers, it also raises concerns about professionalism. Some students expressed concerns that the informal nature of these interactions could erode traditional academic boundaries and respect for lecturers' authority. The study recommends that academic institutions develop guidelines to help lecturers maintain professionalism while utilizing social media for educational purposes. Future research could explore the long-term effects of these interactions on academic performance and student perceptions across different educational settings.