The Impact of Role Ambiguity, Stress, and Burnout on Elementary School Counselors
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D)
Department
Counseling
Date of Award
Summer 2020
Abstract
The purpose of this study was to investigate the relationship between elementary school counselors’ perceived stress, role ambiguity, and burnout. A quantitative correlational design was used to explore the role confusion that exists in the field of school counseling. In addition, stress and burnout levels of professional school counselors were investigated. A hierarchical linear regression was utilized to explore the relationship between these variables. The findings from this study underscored the importance of unambiguous role definition in the field of school counseling. The results indicated that school counselors are less susceptible to stress and burnout when they are assigned appropriate duties that align with the ASCA National Model. Ultimately, clear role definition serves to advocate for students who need the services that professional school counselors are uniquely qualified to provide.
Advisor
Stephen A. Armstrong
Subject Categories
Counseling | Social and Behavioral Sciences
Recommended Citation
Hickman, Donna Lynn, "The Impact of Role Ambiguity, Stress, and Burnout on Elementary School Counselors" (2020). Electronic Theses & Dissertations. 16.
https://digitalcommons.tamuc.edu/etd/16
