1. Objectives

In order to promote student holistic development, some schools let subject teachers serving as student advisors in China. Teachers need to take the responsibilities of instruction, guidance and counselling at the same time, and the roles of teachers and how teacher manage these two roles are the focus of our study.

In practice, subject teachers who also assume the role of student advisors need to understand and interpret the interactive nature of the two roles of student advisor and subject teacher, and adjust their relationship with each other. This is an important factor that affects the effectiveness of student advising. However, theoretical discussions on this issue mainly focus on the construction of the system, the operation of the project, and the role of the student advisor, while little attention is paid to the two role of teachers. Therefore, this study explores how teachers understand and manage their dual roles.

2. Theoretical framework

In individual and organizational life, people can hold multiple roles and need to handle the relationships of them. Role boundary theory focuses on the ways in which people create, maintain, or change boundaries in order to simplify and classify the world around them (Nippert-Eng 1996). The study focus on how teachers perceive and perform their dual roles, and role boundary theory helps understand the relation and movement between different domains (Ashforth et al., 2000). 

2.1 Role Boundary and Transition

Individuals engage in various roles, and role boundaries define their limits. According to boundary theory, cognitive, physical, and/or behavioral boundaries exist between work and family domains (Ashforth et al., 2000; Kreiner, 2006). These boundaries may be sharp (role segmentation) or blurred (role integration), forming a continuum from high segmentation to high integration (Benmore, 2016; Eastgate et al., 2021).

As mentioned, boundaries can be constructed along a continuum from thin to thick. Thin boundaries are flexible, permeable (open to influence) and integrating (prone to merging aspects of categories); while thick boundaries are inflexible, impermeable (close to influence) and segmenting (prone to dividing aspects of categories) (Hartmann, 1991).

Role transition involves switching between roles, including role exit, movement, and entry (Schein, 1971). More segmented roles require greater transition work, while more integrated roles require more effort to maintain separation (Ashforth et al., 2000).

2.2 Role Boundary Management

Boundary theory explores how individuals create, maintain, and transition between role boundaries (Fonner & Stache, 2012). Boundary management refers to the efforts involved in constructing, dismantling, and transitioning between boundaries (Benmore, 2016). 

It includes strategies and practices to create or modify cultural categories, challenging how we assign content and defend boundaries. Individuals have a degree of choice in enacting role boundaries (Fonner & Stache, 2012). Nippert-Eng (1996) views boundary management as a continuum, with "segmenters" keeping domains separate and "integrators" combining elements from domains, removing boundaries (Kreiner, 2006). 

Specifically, boundary management achieved rites of passage or work tactic. It facilitate movement between roles through psychological and physical preparation for roles (Ashforth, et al. 2000; Fonner, & Stache 2012). There are many types of tactics, like emotional (Katz and Kahn, 1978), technology (Berkowsky, 2013), and behavioral, temporal, physical, communication tactics (Kreiner et al., 2009; Eller et al., 2016). 

3. Research Questions

The study is to present and clarify the dynamics of this dual role. The research question is: 

(a) How do teachers perceive the relationship between their roles as subject teachers and student advisors?

(b) How does the relationship between these two roles influence their teaching and advising practices?

The study adopts a case study to investigate how teachers perceive and manage their teacher/student advisor dual role. This approach enables researchers to conduct an in-depth investigation of a contemporary phenomenon within its real-world context (Yin, 2017), examining the intricate interactions involved (Stake, 1995). This study focuses on how individuals perform their roles in natural school settings, thus a case study provides rich and detailed information on the intricate relationships and interactions of these two roles. 1. Case selection and participants A senior high school in China, which implements the student development guidance system, is selected. The school officially launches the student advisor system in 2014, and more than 90% of subject teachers participate. Each advisor pairs with 10 to 15 students. Advisors meet with their students and make the activity plan suitable for individual needs. Based on the research questions, 24 participants are chosen through purposive sampling, considering the teachers’ subjects and guidance experience. The school system, which becomes more mature and institutionalized after years of practice, provides rich guidance activities and content. Widespread teacher participation allows for the inclusion of teachers from diverse backgrounds, thus offering more comprehensive data to address the research questions. 2. Data Collection Methods A case study depends on various sources of evidence, with data needing to come together in a triangulating way (Yin, 2017; Stake, 1995). The data collection methods of the study are mainly interviews, supplemented by observation and document analysis. This study uses semi-structured interviews. The questions focus on how teachers teach and guide their students in daily work, as well as how they understand and manage their dual roles. It also explores the strategies they use and the outcomes when they tend to separate or combine these two roles. An observation outline is developed to observe teachers and students on-site, recording the teachers’ actions during teaching and guidance activities. It collects various documents about the guidance system, including activity records, work journals, agendas, and work summaries. It also collects electronic information from online reports, the school’s official website, and accounts. 3. Data Analysis The interview transcripts, observation notes, and documents are coded using NVivo 12. Data analysis follows a three-step process: open coding, axial coding, and selective coding. This method helps researchers understand participants’ thoughts and responses, allowing for the construction of meaning and theoretical analysis (Khalil, 2014; Williams & Moser, 2019).

1. From Thin to Thick: Integration and Segmentation of Roles of Advisors and Subject Teachers Teachers in schools often serve as both subject teachers and advisors, with overlapping roles that lack clear physical and temporal boundaries, allowing for integration. Some teachers see little distinction between these roles, viewing them as similar in responsibilities and target audience. The advisor role is seen more as a reminder rather than an additional responsibility, with a focus on helping students regardless of their designation. Other teachers perceive the roles separately, assigning different responsibilities to subject teachers and advisors, with some even distinguishing between paired and regular students. In cases of conflicting duties, teachers separate the roles to avoid conflicts and ease role switching. Within the continuum of role integration and segmentation, some teachers combine the advisor and subject teacher roles, viewing advising as an extension of teaching. Others recognize external distinctions made by students but internally maintain a unified role. Some adjust their boundaries opportunistically based on the school's guidance system. 2. Segmentation or Integration: Management Strategies of Boundaries between Roles of Advisors and Subject Teachers Time Teachers use time to organize their roles, utilizing spare moments during work or student breaks for guidance, setting fixed times during the semester, and creating long-term guidance plans to deepen support. Space Teachers control role integration and segmentation by choosing different spaces. In the classroom, they may blur role boundaries or focus on teaching. In school, dedicated spaces enable role segmentation, while outside the campus, the advisor role predominates. ICT Communication technology helps advisors stay in touch with students beyond the classroom. It allows for real-time interaction, reducing physical presence, and maintaining continuity in guidance, even during holidays or outside school.

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