Title

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

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