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AbstractSchool counselors should be well-adjusted in their personal and professional lives and possess a keen, accurate perception of their self-care practices. However, people drawn to careers in school counseling are often at risk of developing burnout due to high professional demands and limited resources supporting their self-care and well-being. The purpose of this quantitative correlational study was to investigate the relationship between the independent variables of self-care practices, years of work experience, and educational settings and the dependent variable of levels of burnout among practicing school counselors in K-12 suburban educational settings in the Mid-Atlantic region of the United States. Orem’s Self-Care Theory provided the framework for the study. Data were collected from 86 school counselors using a survey based on Maslach’s Burnout Inventory Human Services Survey and the self-care assessment instrument Brief COPE. Results of multiple linear regression and analysis of variance revealed a significant relationship between self-care practices, years of work experience, and levels of burnout. However, there was no significant relationship between educational settings and levels of burnout. Findings may be used to highlight the importance of practicing self-care and promoting health and well-being among school counselors in the K-12 suburban Mid-Atlantic region of the United States leading to positive social change.
Sylvester-Nwosu, Paul, "Self-Care Practices, Work Experience, Educational Setting, and Burnout Among School Counselors" (2020). Walden Dissertations and Doctoral Studies. 10186.