Bringing light to school counselors’ burnout: the role of occupational identity suffering

Abstract

This study aims to validate a predictive model of school counselors' burnout from occupational activities through occupational identity suffering (OIS). OIS is defined as the psyche battle between the individual's need for professional accomplishment and the inability to recognize one's profession in daily work duties. Tested among 269 guidance counselors working in school settings (Quebec, Canada), the model proposes that OIS is positively predicted by administrative work and negatively predicted by guidance and counseling activities. In turn, OIS should positively predict burnout. Results from structural equation modeling mostly support the model. Implications for prevention of school counselors' burnout are discussed.

Burnout Among School Counsellors in Brunei Darussalam

“…Majority of the findings obtained from this current study found that the involvement of the school counsellor in non-counselling duties were found to be the major cause of the burnout experienced, which were similar to past studies (Bardhoshi, Schweinle & Duncan, 2014;Hamelin, Viviers, Litalien, & Boulet, 2022). As mentioned by Holman, Nelson and Watts (2019), school counsellors experiencing high external demands in relation to non-counselling duties, whilst having minimal support, play a major contributing role in the development of their burnout.…”

Latent profiles of counselor burnout: Associations with self‐discrepancy

“…Burnout can also be prevented by implementing structured group supervision activities with a focus on the humanistic existential theoretical constructs of congruence, self‐acceptance, personal choice, and meaningfulness (Lambie, 2006). Given that excessive administrative work can lead to counselor burnout (Hamelin et al., 2022), counseling organizations should identify and consider reducing non‐therapeutic administrative tasks to prevent counselor burnout by delegating them to administrative staff, using technology to automate processes, and streamlining administrative procedures.…”

The impact of job-related stress on township teachers’ professional well-being: A moderated mediation analysis

“…Job satisfaction also has an indirect impact on this process (Lu et al, 2022). In conclusion, enhancing township teachers' professional identities can stimulate positive behaviors and help them cope effectively with job-related stress, which can elevate their professional well-being (Akyurek and Can, 2022;Hamelin et al, 2022).…”

“…Additional tasks in schoolwork increase teachers’ workload and generate more job-related stress, which affects their professional identity and diminishes their professional well-being ( Akyurek and Can, 2022 ). Subsequently, the decline in teachers’ professional identity affects the professional well-being of township teachers by reducing their positive experiences and behaviors, which leads to burnout and a tendency to resign ( Akyurek and Can, 2022 ; Hamelin et al, 2022 ). Therefore, this study proposes hypothesis 2: Teachers’ professional identity mediates the relationship between job-related stress and township teachers’ professional well-being.…”