Volume_4_Issue_5_Digest

TPC D igest 75 Gerta Bardhoshi, NCC, is an assistant professor at the University of South Dakota. Amy Schweinle and Kelly Duncan are associate professors at the University of South Dakota. Correspondence can be addressed to Gerta Bardhoshi, Division of Counseling and Psychology in Education, 414 E. Clark Street, Vermillion, SD 57069, gerta.bardhoshi@usd.edu . B urnout, a prolonged exposure to chronic stressors on the job, is defined by three core dimensions: emotional exhaustion, depersonalization and reduced personal accomplishment. School counseling is a profession in which empathy is a requirement, the qualitative and quantitative job demands are high, and organizational challenges are evident. This study employed a concurrent triangulation mixed-methods design to investigate the relationship between burnout (measured by the Counselor Burnout Inventory) and the assignment of noncounseling duties (measured by the School Counselor Activity Rating Scale) among a national sample of professional school counselors who belonged to the American School Counselor Association ( n = 252); the study also identified other unique school factors that could attenuate this relationship. The researchers aimed to obtain different but complementary data on the same topics and included three open-ended, qualitative questions to gain a more nuanced understanding of burnout. Qualitative and quantitative data were analyzed separately but integrated in the interpretation of the findings, which the authors combined into a coherent whole. Multiple-regression analyses indicated that performing noncounselor duties significantly predicted dimensions of burnout—mainly exhaustion, negative Understanding the Impact of School Factors on School Counselor Burnout: AMixed-Methods Study – DIGEST Gerta Bardhoshi Amy Schweinle Kelly Duncan