Boundary Practices and Social Media: The Case of Teachers’ Use of Facebook to Communicate with Pupils

Marcus Persson, Elin Thunman


The increasing integration of information and communication technologies in work life have fueled the interest in boundary blurring effects on work-home balance. Teachers is an occupational group that has been particularly fast to adopt social media as work tool, however, little is known about how they use of social media in relation to boundary blurring effects. The aim of this study is to inquire into how teachers manage boundaries between home and work domains when using Facebook as work tool to communicate with pupils. Qualitative interviews were done with secondary teachers from three schools about their use of Facebook and their experiences of boundary work. The narratives were inductively categorized according to the main practices deployed by the teachers and interpreted with the help of boundary theory. The findings are presented according to three main practices – virtual, physical, and communicative – that the teachers adopt to integrate and segment home and work domain using Facebook.


social media, boundary practices, teachers, work life, work/home boundaries.

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