TPC Journal V8, Issue 3- FULL ISSUE

The Professional Counselor | Volume 8, Issue 3 285 related to school counselor burnout. As a result, these findings identified school counselors’ personality factors relating to their risk of burnout, supporting that higher levels of perfectionism and lower levels of self-esteem may increase the likelihood of experiencing burnout. Two studies employed hierarchical regression analyses to examine what factors may predict burnout subscale scores of the MBI, and one of the predicting variables was coping styles (Wilkerson, 2009; Wilkerson & Bellini, 2006). Wilkerson (2009) used four-step hierarchical regression models that included demographics, organizational stressors, and coping strategies, such as task-oriented, emotion-oriented, and avoidance-oriented coping ( N = 198). The models with large effect sizes explained all three MBI burnout subscales. Specifically, 49% of the variance in the EE subscale was explained (large effect size; R 2 = .49); 27% of the variance in the DP subscale was accounted for (large effect size; R 2 = .27); and 36% of the variance of the PA subscale was explained (large effect size; R 2 = .36). The results identified school counselors’ stressor scores both at the individual and organizational levels; intrapersonal coping strategies contributed to feelings of burnout with large effect sizes in the final model. In other words, demographic factors (e.g., more school counseling experience), coping styles (e.g., more emotion- oriented and less task-oriented coping strategies), and organizational variables (e.g., lack of decision- making authority, role ambiguity, role incongruity, and role conflict) positively predicted the level of burnout among school counselors. Wilkerson and Bellini (2006) used three-step hierarchical regression models including demographic, intrapersonal, and organizational factors to examine the relationship between the variables and burnout among school counselors ( N = 78). The school counselors’ demographic data (e.g., age, counseling experience, supervision, and student/counselor ratio), and intrapersonal (i.e., coping strategies) and organizational factors (e.g., role conflict, role ambiguity, and counselor occupational stress) significantly accounted for the variance in their burnout subscale scores on the MBI. Specifically, 45% of the variance in the EE subscale was explained (large effect size; R 2 = .45), 30% of the variance in the DP subscale was accounted for (large effect size; R 2 = .30), and 42% of the variance in the PA subscale was explained (large effect size; R 2 = .42) by the final three-step model with the variables (i.e., counselor demographics, intrapersonal factors, and organizational factors). The findings indicated that school counselors’ emotion-oriented coping style predicted their three MBI subscale scores, supporting the importance of utilizing helpful strategies (i.e., task-oriented coping) to mitigate counselors’ feelings of burnout. Another study examined how school counselors’ perceived stress and job satisfaction relate to burnout (Mullen et al., 2017). Specifically, perceived stress measured by the Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983) explained 52% of the variance in burnout ( F (1, 749) = 808.55, p < .001; R 2 = .52) and 25% of the variance in job satisfaction ( F (1, 749) = 243.36, p < .001; R 2 = .25). When both perceived stress and burnout were examined in order to test the relationship with job satisfaction, they explained 40% of the variance in job satisfaction ( F (2, 747) = 246.48, p < .001; R 2 = .40). In addition, the results indicated that burnout mediated the relationship between perceived stress and job satisfaction ( z = -21.47, p < .001), and burnout ( r s = .99) predicted job satisfaction better than perceived stress ( r s = .79). Overall, perceived stress predicted burnout positively (large effect size) and job satisfaction negatively (large effect size). Both perceived stress and burnout predicted job satisfaction (large effect size). Finally, Mullen and Crowe (2018) investigated the relationship between grit, burnout, and stress among school counselors ( N = 330). The researchers found that grit was negatively correlated with burnout ( r = -.22, p < .001) and stress ( r = -.28, p < .001). Specifically, perseverance of effort, one of the subscales from the Grit-S (Duckworth & Quinn, 2009), was negatively related with burnout ( r = -.12,