TPC-Journal-V4-Issue5

The Professional Counselor \Volume 4, Issue 5 437 Incompetence: Caseload × noncounselor duties . Assignment of fair share duties differentially related to incompetence as a function of caseload. It was only at a large caseload (251–400) that fair share duties predicted incompetence ( r [72] = .24, p = .04). At moderate (0–250; r [71] = –.07, p = .57) and extra-large caseloads (more than 400; r [66] = .12, p = .33), assignment of fair share duties did not significantly or meaningfully relate to incompetence. As depicted in Figure 2, the lowest levels of incompetence are reported for those with moderate or large caseloads at low levels of fair share duties. For those at larger caseloads, though, incompetence increases as fair share duties increase, indicating that the assignment of fair share duties with the existence of large caseloads is related to school counselor self-reported incompetence levels. For those with small caseloads, levels of incompetence remain steady. Figure 2 . Mean predicted values of (a) incompetence as predicted by SFSA and (b) deterioration in personal life as predicted by SCA, both as a function of caseload. Qualitative results indicated that reduced effectiveness also was a major common theme. Participants cited feeling that they were not effective (60) and no longer made a difference (12) as descriptors of burnout. One participant stated, “It means that I am no longer helpful to my students. I feel like I’m extremely tired and overworked and consequently my effectiveness as a school counselor is negatively impacted.” Yet another participant described burnout as “being overwhelmed by so many duties and responsibilities over an extended amount of time. The result in turn is being a less focused, determined, dedicated, effective school counselor.” Deterioration in personal life: Caseload × noncounselor duties. Assignment of clerical duties related differently to deterioration in personal life depending on caseload. At an extra-large caseload (more than 400), the relationship between clerical duties and deterioration was not significant ( r [68] = .11, p = .37). However, the relationship was positive at moderate (0–250; r [75] = .25, p = .03) and large caseloads (251–400; r [74] = .38, p < .001). As depicted in Figure 2, at moderate and large caseloads, deterioration in personal life starts out low with low levels of clerical duties, but increases as caseload increases. However, for those with the highest caseloads, deterioration in personal life remains steady. Although not a major theme, qualitative results indicated that some participants discussed burnout in terms of a spillover effect (22), with symptoms experienced beyond the workplace and in school counselors’ personal a. b.