ERIC Number: EJ1458418
Record Type: Journal
Publication Date: 2024
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2688-6189
Examining the Relationships between School Counselor Mindfulness, Occupational Self-Efficacy, and Burnout
Journal of School-Based Counseling Policy and Evaluation, v6 n2 Article 2 p43-53 2024
School counselors often experience burnout in their multifaceted roles. Extant literature has identified the relationship between school counselors' self-efficacy and burnout, but there is a paucity of literature regarding the relevance of mindfulness to school counselors' occupational self-efficacy and burnout. Through multiple regression, we examined the relationships between mindfulness, occupational self-efficacy, and burnout with a sample of 102 practicing school counselors in the United States. Our findings indicated that higher levels of mindfulness and occupational self-efficacy statistically significantly predicted lower levels of school counselors' burnout. We provide implications for practicing school counselors, counselor education and supervision, and future research.
Descriptors: School Counselors, Metacognition, Self Efficacy, Burnout, Correlation, Predictor Variables, Counselor Role, Elementary Secondary Education
International Society for Policy Research and Evaluation in School-Based Counseling. William & Mary School of Education, P.O. Box 8795, Williamsburg, VA 23187. e-mail: JSCPEOnline@gmail.com; Web site: https://scholarworks.wm.edu/jscpe/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A