TPC Journal-Vol 10- Issue 2-FULL ISSUE

The Professional Counselor | Volume 10, Issue 2 239 Indian/Alaskan Native ( n = 1, 0.4%), and Biracial/Multiracial ( n = 9, 4.0%), and two participants (0.9%) declined to answer. Participants held a master’s degree in school counseling ( n = 175, 77.1%), a PhD or EdD ( n = 33, 14.5%), or a master’s degree in another counseling or mental health specialty area ( n = 19, 8.4%). The years of experience ranged from 2 to 41 years ( M = 13.68, SD = 7.49). Participants reported working in suburban ( n = 97, 42.7%), rural ( n = 76, 33.5%), and urban ( n = 54, 23.8%) settings. Regarding level of practice, participants worked in an elementary school (i.e., grades K–6; n = 80, 35.2%), middle school (i.e., grades 7–8; n = 14, 6.2%), high school (i.e., grades 9–12; n = 59, 26.0%), or multiple grade levels (e.g., K–8, K–12, etc.; n = 74, 32.6%). A power analysis was completed in G*Power 3.1 before beginning the study (Faul et al., 2009). The necessary sample size was determined to be at least 200, with a power of .80, assuming a moderate effect size of .15 in the multiple regression analyses, and with an error probability or alpha of .05 (J. Cohen, 1992). Procedures Institutional Review Board approval was obtained prior to beginning the study. The first author sent recruitment emails to 4,000 school counselors who were professional members of the ASCA online membership directory. Specifically, approximately 20% of school counselors in each of the 50 states and District of Columbia were chosen from the membership directory to receive the recruitment emails. The emails included a brief introduction to the study and an anonymous link that took potential participants to the online survey portal in Qualtrics. Potential participants first reviewed the informed consent. Once they consented to the survey, participants completed the demographics questionnaire and instruments. A convenience sample was obtained based upon voluntary responses to the survey (Dimitrov, 2009). Instruments The first author constructed a brief demographics survey to gather information about the participants (e.g., age, sex, race and ethnicity, degree, and years of experience) and their work environment (e.g., school district, grade level). The Perceived Stress Scale (PSS; S. Cohen et al., 1983) and Brief COPE (Carver, 1997) were used to measure individual factors. The Job Satisfaction Survey (JSS; Spector, 1985) and Role Questionnaire (RQ; Rizzo et al., 1970) were used to measure organizational factors. The CBI (Lee et al., 2007) was used to measure the dimensions of school counselor burnout. Perceived Stress Scale (PSS) The PSS (S. Cohen et al., 1983) is a 14-item inventory designed to measure an individual’s perceived stress within the past month. In the present study, we used the PSS-4, which is a subset of items from the original 14-item scale. The PSS was normed on a large sample of individuals from across the United States (S. Cohen et al., 1983). Participants responded to a 5-point Likert-type scale ranging from 0 ( never ) to 4 ( very often ). Scores on the PSS-4 ranged from 0 to 20. An example question of the PSS-4 is: “In the past month, how often have you felt difficulties were piling up so high that you could not overcome them?” The PSS-4 was determined to be a suitable brief measure of stress perceptions, based upon adequate factor structure and predictive validity (S. Cohen & Williamson, 1988). Reliability has been upheld (e.g., S. Cohen & Williamson, 1988) with test-retest reliability at .85 after 2 days (S. Cohen et al., 1983). For the present study, the internal consistency reliability was calculated at α = .76. Correlations between the perceived stress total score and CBI subscales ranged from r = .19 to .55. Brief COPE The Brief COPE (Carver, 1997) is a 28-item inventory designed to measure coping responses or processes and includes 14 subscales. We followed previous researchers’ (e.g., Deatherage et al., 2014) grouping of the 14 subscales into three coping processes (i.e., problem-focused, active-emotional, and avoidant-emotional). Therefore, problem-focused coping contained the Active Coping, Planning,