The impact of coping strategies upon work stress, burnout, and job satisfcation in school counselors

Role theory states that when expected behaviors are confusing, conflicting, and inconsistent, the individual will experience stress, feel dissatisfied, and perform less effectively. School counselors experience high levels of workplace stress as a result of role incongruity, role conflict, role ambiguity which often results in occupational burnout and reduced job satisfaction. The purpose of this quantitative study was to examine the role of coping strategies in mediating the relationship between workplace stress and occupational burnout and between workplace stress and job satisfaction among school counselors. A purposive sample of 237 school counselors from across the United States were recruited through an online, password protected, professional school counseling website that directed them to the survey. Hierarchical multiple regression analyses were used to address the six research questions in this study. Findings from this study indicated that the work stress variables of role incongruity, role conflict, and role ambiguity each had a statistically significant effect on burnout (p < .05) and job satisfaction (p < .05). The reactive coping strategies of distancing helped to reduce occupational burnout (p < .05) while escape-avoidance increased burnout (p < .05). Proactive coping did not statistically significantly mediate occupational burnout (p < .05). The reactive coping strategies of escape-avoidance caused a decrease in job satisfaction (p < .05) compared to planful problem solving which increased job satisfaction among school counselors (p < .05). Proactive coping increased job satisfaction among school counselors (p < .05). Future research was recommended: (1) longitudinal study to investigate whether school counselors change their coping strategies over time or in different situations; (2) to explore whether maladaptive coping strategies are maintained or changed over time; (3) to explore the unique personality characteristics of school counselors who, in spite of the workplace stress, were satisfied with their jobs; and (4) to explore the impact of teaching stress management interventions to reduce workplace stress or change maladaptive coping strategies.