Do School Counselors Matter? Mattering as a Moderator between Job Stress and Job Satisfaction

2006 ◽  
Vol 9 (3) ◽  
pp. 2156759X0500900
Author(s):  
Andrea Dixon Rayle
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
School Counselors ◽  
Job Stress ◽  
School Counselor ◽  
Total Sample ◽  
The United States ◽  
High School Counselors ◽  
Related Stress ◽  
Job Related Stress

The relationships of perceived mattering to others, job-related stress, and job satisfaction were examined for 388 elementary, middle, and high school counselors from across the United States. Participants completed the School Counselor Mattering Scale, the School Counselor Job-Stress Assessment, and several job satisfaction questions in order to assess perceptions of mattering to others at their schools and their job-related stress, and how these two constructs relate to school counselors’ overall job satisfaction. Mattering to others at work and job-related stress accounted for 35% of the variance in job satisfaction for the total sample of school counselors; however, mattering did not moderate the relationship between job stress and job satisfaction. Results revealed that elementary school counselors experienced the greatest job satisfaction and the lowest levels of job-related stress, and high school counselors experienced the greatest job dissatisfaction and the greatest levels of job-related stress. Implications for school counselors’ mattering and job satisfaction are considered.

Advocacy for and with LGBT Students: An Examination of High School Counselor Experiences

2017 ◽  
Vol 20 (1a) ◽  
pp. 1096-2409-20.1a ◽  
Author(s):  
Gonzalez Maru
Keyword(s):  
United States ◽  
High School ◽  
School Counselors ◽  
School Counselor ◽  
Phenomenological Study ◽  
Southeastern United States ◽  
High School Counselors ◽  
Lgbt Students ◽  
Bisexual And Transgender ◽  
Race Ethnicity

A paucity of empirical scholarship exists on school counselor advocacy in general and virtually none as it relates to lesbian, gay, bisexual, and transgender (LGBT) students specifically. Addressing this gap in the literature, the purpose of this phenomenological study was to examine the experiences of high school counselors in the southeastern United States who have served as advocates for and with LGBT students, with a specific focus on race/ethnicity and social class. Four themes were identified within the data: (a) student advocacy, (b) education as advocacy, (c) systems advocacy, and (d) social/political advocacy. This article presents and explores the themes as they relate to the various manifestations of school counselor advocacy, and discusses study implications and limitations.

Improving College Access: A Review of Research on the Role of High School Counselors

2012 ◽  
Vol 16 (1) ◽  
pp. 2156759X1201600 ◽  
Author(s):  
Mary E. M. McKillip ◽  
Anita Rawls ◽  
Carol Barry
Keyword(s):  
High School ◽  
Student Success ◽  
School Counselors ◽  
College Access ◽  
School Counselor ◽  
High School Counselors ◽  
Post Secondary ◽  
High School Counselor ◽  
Secondary Outcomes

High school counselors potentially hold a key position to help increase the number of U.S. students receiving post-secondary degrees, particularly to address inequalities that prevent certain students from successfully transitioning to college. Using the model of student success (Perna & Thomas, 2008), this study reviewed the literature to understand how various contexts (social, school, family, student) shape high school counselor interactions with students as they work to improve post-secondary outcomes of college access and enrollment.

Principal-Counselor Collaboration and School Climate

2017 ◽  
Vol 101 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Wendy D. Rock ◽  
Theodore P. Remley ◽  
Lillian M. Range
Keyword(s):  
United States ◽  
High School ◽  
School Climate ◽  
School Counselors ◽  
School Community ◽  
The United States ◽  
High School Counselors ◽  
Community Groups ◽  
Four Dimensions

Examining whether principal-counselor collaboration and school climate were related, researchers sent 4,193 surveys to high school counselors in the United States and received 419 responses. As principal-counselor collaboration increased, there were increases in counselors viewing the principal as supportive, the teachers as regarding one another with respect, the school community as having high yet achievable standards, and decreases in schools being vulnerable to outside influences such as vocal parents and community groups. Principal-counselor collaboration was significantly correlated to four dimensions of school climate.

High School Counselors’ Views of Their Leadership Behaviors: A Q Methodology Study

2009 ◽  
Vol 13 (2) ◽  
pp. 2156759X0901300
Author(s):  
Chris Janson
Keyword(s):  
High School ◽  
Data Analysis ◽  
School Counselors ◽  
Q Methodology ◽  
School Counselor ◽  
Leadership Behaviors ◽  
High School Counselors ◽  
Professional Literature ◽  
Growing Body ◽  
School Counselor Leadership

There has been a growing body of professional literature regarding the importance of school counselors behaving as leaders in schools. This study builds on that professional literature by investigating how high school counselors perceive their own leadership behaviors. Q methodology was used to develop 40 opinion statements reflecting school counselor leadership behaviors, and 49 high school counselors then sorted the statements. Data analysis identified four distinct viewpoints of school counselor leadership behaviors. Implications for school counselors and counselor educators are discussed.

Other Duties as Assigned: The Ambiguous Role of the High School Counselor

2020 ◽  
Vol 93 (4) ◽  
pp. 315-330
Author(s):  
Mary Kate Blake
Keyword(s):  
High School ◽  
School Counselors ◽  
Role Conflict ◽  
Role Ambiguity ◽  
School Counselor ◽  
High School Counselors ◽  
Master's Level ◽  
Social Emotional ◽  
Job Description

Previous research suggests high school counselors are not living up to their potential as social/emotional, academic, and postsecondary counselors. This article addresses this concern by studying how schools and districts utilize counselors. Through interviews and observations of high school counselors, administrators, and counselor educators in an urban midwestern community, I find that counselors suffer from role ambiguity and role conflict due to lack of a clear job description, overlap with similar professions, supervision by noncounseling administrators, inadequate forms of performance evaluation, and conflict between their roles as counselors and educators. This conflict leads to poor boundaries at work, with counselors receiving an overwhelming amount of noncounseling duties that reduce their time with students. High school counselors have the potential to improve student social and academic outcomes, but these obstacles of role ambiguity and role conflict reduce them to school managers rather than master’s-level trained educators with a mental health background.

From Homeless to Student Housing: School Counselor Roles and Experiences in Preparing Students Experiencing Homelessness for College

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2110504
Author(s):  
Stacey Havlik ◽  
Madeline Duckhorn ◽  
Shelby Rohrer ◽  
Patrick Rowley
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
College Preparation ◽  
School Counselor ◽  
High School Counselors ◽  
School Students ◽  
College Going ◽  
Hands On ◽  
Study Participants

This qualitative study focused on examining the roles and experiences of high school counselors supporting students experiencing homelessness in their college preparation. To be included in the study, participants needed to have experience working with high school students experiencing homelessness. Findings indicated that the participants supported students experiencing homelessness by (a) enhancing access and exposure to college, (b) providing hands-on and individualized college-going support, and (c) building partnerships with universities to support college going.

Texas High School Counselor Perceptions of Agricultural Education

2021 ◽  
Vol 46 (1) ◽  
pp. 53-70
Author(s):  
Amanda Spacek ◽  
John Rayfield ◽  
William Doss ◽  
David Lawver ◽  
Rudy Ritz
Keyword(s):  
High School ◽  
School Counselors ◽  
Education Program ◽  
Agricultural Education ◽  
School Counselor ◽  
High School Counselors ◽  
Student Interest ◽  
Counselor Perceptions ◽  
School Counselor Perceptions ◽  
College Bound Students

The purpose of this study was to determine the perceptions of high school counselors across the state of Texas toward agricultural education. This study was descriptive in nature. High school counselors had an overall positive attitude toward agricultural education. They did not believe agricultural education courses were intended for lower-performing students. High school counselors agreed their local agricultural education program was valuable for college bound and non-college bound students. An overwhelming majority (85%) of high school counselors reported that student interest was their top priority when advising students to enroll in an agricultural education course. They had low to very low awareness of many opportunities available for agricultural education students. It is recommended that agricultural education teachers continue to develop strong, positive relationships with school counselors to provide education and awareness of the agricultural education program opportunities.

School Counselor Burnout, Job Stress, and Job Satisfaction by Student Caseload

2021 ◽  
Vol 105 (1) ◽  
pp. 25-42
Author(s):  
Patrick R. Mullen ◽  
Nancy Chae ◽  
Adrienne Backer ◽  
Jennifer Niles
Keyword(s):  
Job Satisfaction ◽  
Survey Research ◽  
School Counselors ◽  
Job Stress ◽  
Quantitative Study ◽  
School Counselor ◽  
Effect Sizes ◽  
Medium Effect ◽  
Cross Sectional ◽  
Counselor Burnout

In this cross-sectional quantitative study, we employed survey research to examine the differences in school counselors’ ( N = 327) burnout, job stress, and job satisfaction based on their student caseload size. The results indicated that higher caseloads were associated with higher degrees of burnout and job stress, along with lower job satisfaction. The results produced small to medium effect sizes. We discussed how such factors relate to the effectiveness of providing student services and school leaders’ support for school counselors.

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