Date of Conferral

2022

Degree

Ph.D.

School

Psychology

Advisor

Medha Talpade

Abstract

School counselors are faced with many job duties, including supporting students’ academic, career, and emotional needs; maintaining these duties can increase stress and lead to burnout. The need to provide high-quality services to students, along with a high caseload, may be associated with the self-efficacy beliefs of school counselors and the possibility of burnout. However, there has been little to no interest in researching the subject of burnout, and its causes and outcomes concerning school counselors. The purpose of this quantitative study was to fill this gap in the literature by examining the relationship between school counselor burnout, specifically, the emotional exhaustion and the depersonalization dimensions of burnout, which served as dependent variables, as measured by the Maslach Burnout Inventory (MBI), and self-efficacy. Self-Efficacy was measured by the School Counselor Self-Efficacy Scale, along with caseload as the predictors in this research. Maslach’s burnout theory and Bandura’s conceptualization of self-efficacy guided the research questions. The target population consisted of 128 school counselors from public and private school settings. An online data collection method was used to reach participants in public and private school settings who had been school-based counselors. Results were analyzed through multiple regression. Research results indicated significant relationships between burnout, school counselor self-efficacy, and caseload. The findings may lead to positive social change by raising awareness of counselor burnout and informing measures to prevent burnout among school counselors who can then, in turn, optimally work with the school children whom they serve.

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