TPC Journal-Vol 10- Issue 2-FULL ISSUE

240 The Professional Counselor | Volume 10, Issue 2 Instrumental Support, and Religion subscales. Active-emotional coping contained the Venting, Positive Reframing, Humor, Acceptance, and Emotional Support subscales. Avoidant-emotional coping contained the Self-Distraction, Denial, Behavioral Disengagement, and Self-Blame subscales. For the present study, the items pertaining to participants’ alcohol and illegal drug use as coping responses were omitted because of their sensitive nature. Therefore, 26 items were included in the present study. The inventory uses a 4-point Likert-type scale with scores ranging from 0 ( I haven’t been doing this at all ) to 3 ( I’ve been doing this a lot ). A sample item on the Brief COPE is “I’ve been turning to work or other activities to take my mind off things.” Construct validity has been upheld with the three coping processes (e.g., Deatherage et al., 2014). Test-retest reliability for the three subscale groups has been upheld over a year timespan (Cooper et al., 2008). For the present study, the internal consistency reliability was calculated for problem-focused coping at α = .84, avoidant-emotional coping at α = .70, and active-emotional coping at α = .81. Correlations between problem-focused coping and the CBI subscales ranged from r = .00 to .13, correlations between avoidant-emotional coping and CBI subscales ranged from r = .20 to .48, and correlations between active-emotional coping and CBI subscales ranged from r = .01 to .16. Job Satisfaction Survey (JSS) The JSS (Spector, 1985) is a 36-item inventory intended to measure an individual’s perceived job satisfaction or attitudes and aspects of the job. The JSS contains nine subscales: Pay, Promotion, Supervision, Fringe Benefits, Contingent Rewards, Operating Procedures, Coworkers, Nature of Work, and Communication. The inventory uses a 6-point Likert-type scale with scores ranging from 1 ( disagree very much ) to 6 ( agree very much ). Total scores range from 36 to 216 with the higher the score, the higher job satisfaction experienced. An example item on the JSS is “My job is enjoyable” (Spector, 1985, p. 711). The JSS was constructed for, and normed on, social service, education, and mental health professionals (Spector, 1985, 2011). Spector (1985) established convergent validity with the Job Descriptive Index (Smith et al., 1969), and produced scores ranging from .61 to .80. Strong reliability has been established for the JSS, including a Cronbach coefficient alpha of .91 for all factors combined, and at 18 months, the test-retest reliability score was .71 (Spector, 1985). For the present study, the internal consistency reliability was calculated for the total scores at α = .91. Correlations between the perceived job satisfaction total score and CBI subscales ranged from r = -.13 to -.75. Role Questionnaire (RQ) The RQ (Rizzo et al., 1970) is a 14-item inventory designed to measure the level of role conflict and role ambiguity an individual has about a job. The RQ has been factor analyzed with school counselors (Freeman & Coll, 1997) and found to have three distinct factors (i.e., role incongruity, role conflict, and role ambiguity). The inventory uses a 7-point Likert-type scale with scores ranging from 1 ( very false ) to 7 ( very true ). Role incongruity refers to conflicts with the structure of the system and allocation of resources (Freeman & Coll, 1997). The role incongruity factor comprises items 1–4. Total scores range from 8 to 32, with the higher the score, the higher role incongruity experienced. A sample item for role incongruity is “I receive an assignment without adequate resources and materials to execute it.” Role conflict refers to the contradictory requests of work expectations with varying groups (Freeman & Coll, 1997). The role conflict factor comprises items 5–8. The higher the score, the higher role conflict experienced, which can range from 8 to 32. A sample item for role conflict is “I receive incompatible requests from two or more people.” The role ambiguity factor, which measures a lack of clarity on the job, is negatively worded; therefore, the lower the score, the higher the role ambiguity experienced. The role ambiguity factor comprises items 9–14, and total scores range from 6 to 42. A sample item for role ambiguity is “Explanation is clear of what has to be done.” Construct validity for the three factors with school counselors was established by Freeman and Coll (1997). Reliability of the three factors have been upheld for school counselor participants