This quantitative study investigated the perceptions and experiences of K-12 teachers utilizing social media platforms for self-directed professional development. Through a survey administered to 111 public elementary school teachers in Mississippi, data was collected to analyze various factors influencing teachers' engagement with social media for professional development. The study emphasized the importance of effective professional development in enhancing teaching practices and ultimately improving student outcomes. It explored the potential of social media platforms to serve as valuable tools for creating online learning communities, where educators have autonomy over their learning activities and can engage in collaborative knowledge sharing. Overall, this study contributes to the growing body of literature on social media's role in teacher professional development and underscores its potential to reshape traditional approaches to professional learning in education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]