Professional Boundaries in Digital Communication: A Qualitative Study of High School Teachers

Abstract

This study examined how high school teachers manage professional boundaries when communicating with students via online messaging platforms, a growing concern in digital education, where expectations of constant access may blur personal and professional roles. It aimed to describe the challenges teachers face, the strategies they use, and the support they need in handling digital communication with students. Using a basic qualitative design, the study gathered data through in-depth interviews with purposively selected high school teachers who had experience using online messaging platforms for student communication. The interview data were analyzed thematically. Findings showed that online messaging improved teacher-student communication and made interaction more accessible. However, it also created problems such as pressure to reply at all times, overly informal exchanges, and difficulty separating work from personal time. Teachers addressed these concerns by setting communication boundaries, maintaining a professional tone, and using clear, structured communication practices. The study concludes that while online messaging can support learning and communication, it also requires clear limits. Schools should develop clear policies and provide support from administrators and parents to help teachers maintain professional boundaries in digital spaces.