2555 - DEVELOPMENT AND PRELIMINARY VALIDATION OF THE "TEACHERS' BOUNDARIES BETWEEN PERSONAL LIFE AND PROFESSIONAL ROLE QUESTIONNAIRE

Session: D05S026 - Teachers Well-being 2
AUTHORS:
Baroncelli Andrea (University of Perugia ~ Perugia ~ Italy) , Facci Carolina (University of Florence ~ Florence ~ Italy) , Iacopino Marisabel (Independent Scholar ~ Independent Scholar ~ Italy) , Paoli Maria (University of Perugia ~ Perugia ~ Italy) , Tomberli Lucrezia (University of Florence ~ Florence ~ Italy) , Capurso Michele (University of Perugia ~ Perugia ~ Italy) , Mazzeschi Claudia (University of Perugia ~ Perugia ~ Italy) , Del Vecchio Elisa (University of Perugia ~ Perugia ~ Italy) , Ciucci Enrica (University of Florence ~ Florence ~ Italy)
Abstract text:
Introduction
By applying some principles of Salvador Minuchin's Structural Family Therapy, it is possible to describe teachers as systems including two interconnected subsystems: one referring to personal characteristics and skills, and the other to characteristics and skills related to their professional role (Baroncelli et al., 2024). In line with this, three types of boundaries between personal and professional life have been described: rigid, which indicate a clear separation between personal and professional dimensions; diffuse, reflecting overlapping or confusion between roles; and clear, which represent an adaptive exchange between the characteristics of the two subsystems.


Research objectives
This study presents the development and preliminary validation of the "Teachers' Boundaries between Personal Life and Professional Role Questionnaire - TBQ", a self-report tool based on the theoretical framework proposed by Baroncelli and colleagues (2024).


Methodology
738 teachers (95.00% females; mean professional seniority = 19.00 years, SD =11.30), from kindergartens, primary schools, and lower secondary schools located in north-central Italy completed self-report questionnaires, including the TBQ and other measures concerning personal well-being and professional burnout.


Results
A CFA showed satisfactory fit indices (χ2 = 276, df = 87, p < .001; CFI = .918, TLI = .901, SRMR = .056, RMSEA = .059) for a three-factor structure: rigid boundaries (5 items, Mc Donald's ω = .77), diffuse boundaries (5 items, Mc Donald's ω = .74), and clear boundaries (5 items, Mc Donald's ω = .74). Multi-group invariance was demonstrated across levels of professional seniority, role category (subject vs. special education teachers), and school level. Associations with measures of personal well-being and professional burnout emerged, moderated by professional seniority and school level.


Conclusions
The results highlight the importance of considering teachers both as professionals and as individuals, two facets that need to interact through well-defined boundaries to foster well-being and adequate role adaptation.