Role Stress Among Practicing School Counselors

John R. Culbreth · Janna L. Scarborough · Angela Banks‐Johnson · Stacey Solomon

128 citations0/0 files storedCounselor Education and Supervision

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Counseling Practices and Supervision Social Work Education and Practice Stress and Burnout Research

Abstract

Practicing school counselors (N = 512) were surveyed, using the Role Questionnaire (J. R. Rizzo, R. J. House, & S. I. Lirtzman, 1970), to determine levels of role conflict, role incongruence, and role ambiguity. Additionally, 8 characteristics of the participants' positions as school counselors were examined to determine what factors might affect role stress. Data were examined for the total group and by school level. Elementary school counselors were found to have lower levels of role conflict and role incongruence than high school counselors. Believing that the job matched their initial perceptions, that they were adequately trained, and that peer supervision was available were predictors of reduced role stress among the group and for various school level subgroups.

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References

1970Role Conflict and Ambiguity in Complex Organizations 2007Mail and Internet Surveys: The Tailored Design Method 1985A meta-analysis and conceptual critique of research on role ambiguity and role conflict in work settings 1981Role Conflict and Role Ambiguity: Integration of the Literature and Directions for Future Research 2000Jackson and schuler (1985) revisited: a meta-analysis of the relationships between role ambiguity, role conflict, and job performance 1977Role conflict and ambiguity: A scale analysis 1982Perceived Role Conflict, Role Ambiguity, and Teacher Burnout 1987Developmental Guidance and Counseling: A Practical Approach

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2020Other Duties as Assigned: The Ambiguous Role of the High School Counselor 2014Understanding the Impact of School Factors on School Counselor Burnout: A Mixed-Methods Study 2010An Exploration of School Counselors' Demands and Resources: Relationship to Stress, Biographic, and Caseload Characteristics 2012Shifting to a Wellness Paradigm in Teacher Education: A Promising Practice for Fostering Teacher Stress Reduction, Burnout Resilience, and Promoting Retention

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