TPC Journal-Vol 10- Issue 2-FULL ISSUE

246 The Professional Counselor | Volume 10, Issue 2 Environment. Consistent with previous research, our findings support the significant relationships between organizational factors (i.e., administrative and clerical duties contributing to role stress) and Negative Work Environment (Bardhoshi et al., 2014). Other scholars have studied perceived job satisfaction as an outcome and potential preclusion to school counselor burnout (Baggerly & Osborn, 2006; Bryant & Constantine, 2006). School counseling scholars have found that burnout mediated the relationship between perceived stress and perceived job satisfaction (Mullen et al., 2018). In the present study, the perceived job satisfaction factor had the highest β at -.489. It appears that perceived job satisfaction is an important factor alongside school counselors’ specific experiences of Negative Work Environments. Perceived stress was a statistically significant factor in Step 2 with Negative Work Environment, but insignificant in the context of the organizational variables. This is an important finding because burnout, by definition, is a function of one’s work context (Lee et al., 2007; Maslach & Leiter, 2017), and we found that organizational factors explained a large amount of the variance (i.e., 65.2%) for the Negative Work Environment dimension of burnout. Overall, our findings support the complex and multidimensional nature of school counselor burnout. Limitations and Future Research We attempted to research multidimensional burnout with a nationally representative and diverse sample of ASCA member school counselors. Despite our efforts, the response rate was 5.68%. The majority of our participants identified as White and female, which is similar to the reported demographics of professional school counselor members (ASCA, 2018). However, caution may be warranted when generalizing our findings to all school counselors. Expanding research efforts (i.e., qualitative methods) to increase understanding of the burnout experiences of school counselors unrepresented by our participant sample is warranted. Last, it is unknown whether or not participants answered sensitive questions, such as those about burnout, in a socially desirable manner. Future research should seek to understand additional individual and organizational variables related to the burnout dimensions for school counselors (Lee et al., 2007). For example, the Devaluing Clients dimension has been viewed by school counseling scholars as a complicated construct that has functioned differently from the other dimensions of burnout (Bardhoshi et al., 2014; Mullen & Gutierrez, 2016). Additional research is needed to understand this burnout dimension with school counselors. Kim and Lambie (2018) discussed the need for research to focus on burnout interventions. We concur and believe the distinction of individual and organizational factors within the dimensions of school counselor burnout should be considered when constructing these interventions, which may be important because burnout may not be an end state; instead, it may be a mediator of other important outcomes, such as work and health (Maslach & Leiter, 2017). It may be helpful to expand research that studies relationships between school counselor burnout and physical and mental health outcomes. Implications for the School Counseling Profession Our findings have implications for school counselors, school counselors-in-training, and counselor educators and supervisors. They illustrate the importance of conceptualizing the ecological relationship between individual and organizational factors with school counselor burnout. School counselors may have more control over individual factors, and supervisors may have more control over organizational factors. Despite these considerations, it is important to share the responsibility of burnout prevention within the school system. This is important because despite one’s efforts to increase helpful coping, self-care, or wellness practices, it appears that continued exposure to negative work environments will continue to place school counselors at risk for burnout.