TPC Journal V8, Issue 3- FULL ISSUE

The Professional Counselor | Volume 8, Issue 3 289 Graduating from a program accredited by the Council for Accreditation of Counseling and Related Educational Programs accounted for 1.2% of the variance in school counselors’ perceived readiness for the job (small effect size; r = .111, p < .05; Culbreth et al., 2005). School counselors’ balance between job demand and resources was another important factor for their job stress. Moreover, McCarthy and colleagues (2010) identified that perceived job stress and work environment in terms of demands and resources were correlated ( N = 227; F (2, 206) = 44.77, p < .001). School counselors with resources, such as other counselors in general or as mentors, and support from administrators scored lower on levels of job stress. The effect size for the difference between the demand and the resourced groups was 1.62 (large effect size), and between the demand and balanced groups was 0.70 (large effect size). In other words, school counselors with more work-related resources were likely to experience lower levels of job stress. Several factors are related to job satisfaction for school counselors. Rayle (2006) investigated the relationship between school counselors’ ( N = 388) mattering to others at work scores and job-related stress scores, and their overall job satisfaction scores. The School Counselor Mattering Survey developed for this study included seven items asking participants to rate their perceived mattering to others, including their students, administrators, and the parents and teachers they worked with. School counselors’ mattering to others at work scores and job-related stress scores explained 35% of the variance in their overall job satisfaction (large effect size; ηp ² = .62). Specifically, school counselors’ job satisfaction correlated with mattering to others at work scores (large effect size; r = .44, p < .001) and their job-related stress scores (large effect size; r = -.41, p < .001). In addition, school counselors’ mattering to others scores were negatively associated with their job-related stress scores ( r = -.54, p < .001; large effect size). The findings suggest that school counselors’ perceived mattering to others at work and job-related stress predict their overall job satisfaction, and mattering to others at work relates to their job-related stress. In addition, Bryant and Constantine (2006) investigated the relationship between female school counselors’ ( N = 133) role balance, job satisfaction, and life satisfaction. After controlling for demographic information (age, years of school counseling experience, and location of school), role balance and job satisfaction scores correlated with their satisfaction with life scores (large effect size; R 2 = .41). As a result, school counselors’ multiple role balance ability and job satisfaction scores positively predicted their overall life satisfaction scores. In sum, these findings identified factors related to school counselors’ job satisfaction, including mattering to others at work, job-related stress, and life satisfaction. Discussion Because of the dearth of literature examining school counselor burnout or occupational stress, we reviewed 18 investigations based on the inclusion criteria and included articles focusing on the topic that were published between 2000 and 2018 in refereed journals and identified internal and external factors relating to the phenomena. Specific factors were identified relating to school counselor burnout or stress and their environment, including responsibilities not related to counseling, large caseloads, AYP status, and role confusion. The findings suggest the importance of school counselors asserting themselves to focus on mandated tasks (i.e., counseling) in order to experience less burnout. In addition, it is imperative to train school counseling students to understand the reality of practice, such as other job responsibilities and school climates, and inform them on the necessity of counselors advocating for themselves in order to overcome role confusion and avoid large caseloads. Furthermore, several resources were identified to mitigate burnout among school counselors. Clinical supervision from a competent supervisor is essential for school counselors to get support and learn how to intervene with their clients effectively. In addition, peer supervision or consultation from colleagues may benefit school counselors in sharing their difficulties and gaining other professionals’ perspectives (Butler & Constantine, 2005). Task-oriented