TPC Journal V8, Issue 3- FULL ISSUE

286 The Professional Counselor | Volume 8, Issue 3 p < .05) and stress ( r = -.19, p < .001). Therefore, school counselors’ level of grit may be a protective factor for burnout and stress. Demographic factors. School counselors’ individual factors, such as age (Wilkerson & Bellini, 2006) and years of experience (Butler & Constantine, 2005; Wilkerson, 2009), correlate with feelings of burnout. Age was negatively correlated to the DP subscale ( r = -.19, p < .05); therefore, older school counselors were less likely to experience burnout as compared to younger counselors (Wilkerson & Bellini, 2006). Nevertheless, the correlation between school counselors’ years of experience and burnout was inconsistent. Wilkerson and Bellini (2006) indicated that years of experience negatively correlated with the EE ( r = -.26, p < .01), and DP ( r = -.24, p < .05) subscales, while Butler and Constantine (2005) identified that school counselors with more years of experience scored at higher levels of burnout (MBI scores). Specifically, school counselors with 20–29 years of experience had greater DP subscale scores than those with 0–9 years of experience ( F (3, 529) = 3.38, p < .05); and counselors with 30 years or more of experience had lower PA subscale scores than those with less than 20 years of experience ( F (3, 529) = 3.39, p < .05). Furthermore, Wilkerson (2009) also reported that the years of experience positively correlated with the EE ( ß = .21, p < .01) and DP ( ß = .26, p < .01) MBI subscales in the hierarchical regression models whose variables included counselor demographics and organizational and intrapersonal variables to explain the variance of the burnout scores. Possible reasons behind the incongruent results may relate to school counselors’ role ambiguity, as counselors with less experience may experience or perceive large workloads compared to more experienced counselors. The conflicting results also may be related to other school counselor factors, such as the level of social support counselors experience at their schools. The findings identified the need for more inquiry to increase our understanding of the relationship between school counselors’ years of experience and their feelings of burnout. Organizational Factors Relating to School Counselors Levels of Burnout Eight organizational factors appear to correlate with school counselors’ levels of burnout, including (a) workplace (Butler & Constantine, 2005), (b) non-counseling duties such as administrative and clerical tasks (Bardhoshi et al., 2014; Moyer, 2011), (c) caseloads (Bardhoshi et al., 2014), (d) AYP (Bardhoshi et al., 2014), (e) level of principal support (Bardhoshi et al., 2014), (f) clinical supervision (Moyer, 2011), (g) student-to-counselor ratio (Wilkerson, 2009; Wilkerson & Bellini, 2006), (h) perceived work environment (Wilkerson & Bellini, 2006), and (i) direct student services (Mullen & Gutierrez, 2016). We categorize these organizational factors into two domains: (a) job responsibilities and (b) work environment factors. Job responsibilities. Two studies examined the relationship between school counselors’ non- counseling duties and their burnout scores. First, Bardhoshi and colleagues (2014) examined school counselors’ ( N = 212) non-counseling duties and identified a significant relationship between three of the CBI subscales: (a) 11% of the variance in Exhaustion was explained (medium effect size; R 2 = 0.11); (b) 6% of the variance in NWE was explained (medium effect size; R 2 = 0.06); and (c) 8% of the variance in DPL was explained (medium effect size; R 2 = 0.08). Taken together, the results identified that school counselors’ non-counseling duties positively predict their burnout scores. Moyer (2011) examined how school counselors’ ( N = 382) non-counseling duties (non-guidance duties) were correlated to their levels of burnout as measured by the CBI. School counselors’ non- counseling duties accounted for 7.3% of the variance in the burnout score (medium effect size; R 2 = .073, ß = .27, p < .01). Receiving supervision accounted for additional variance in school counselors’ burnout scores after controlling the variance explained by non-counseling activities (medium effect size; R 2 = .09, ß = -.14, p < .01). As a result, school counselors with more non-counseling duties and