This study examined the relationship between social media utilization and instructional service delivery in public secondary schools in Akwa Ibom State, Nigeria, with implications for educational management. Adopting a descriptive survey research design, the study systematically collected, analyzed, and interpreted data from a stratified random sample of 450 teachers, drawn proportionally across senatorial districts and gender, with 418 valid responses obtained. Data were collected using researcher-developed instruments the Social Media Utilization Scale (SMUS) and the Instructional Service Delivery Questionnaire (ISDQ) both validated by experts and tested for reliability, yielding Cronbach’s Alpha coefficients of 0.85 and 0.88, respectively. The study revealed that teachers’ effective use of social media significantly enhances instructional practices, including lesson delivery, student engagement, assessment, and feedback, while challenges such as limited digital competence, infrastructural constraints, and inadequate policy frameworks hinder optimal utilization. The findings underscore the need for targeted professional development, provision of digital resources, and implementation of clear institutional policies to maximize the potential of social media in improving teaching and learning outcomes. The study provides practical insights for educational managers seeking to integrate technology into instructional processes effectively.