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Journal articles on the topic 'School Counselor Job Satisfaction'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Rayle, Andrea Dixon. "Do School Counselors Matter? Mattering as a Moderator between Job Stress and Job Satisfaction." Professional School Counseling 9, no. 3 (2006): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900310.

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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.

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2

Jones, Shirley M. "School Counselor Job Satisfaction." TACD Journal 19, no. 1 (1991): 41–45. http://dx.doi.org/10.1080/1046171x.1991.12034370.

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3

Benigno, Stephen. "Counselor Perceptions: Let Us Do Our Job!" Journal of Education and Learning 6, no. 4 (2017): 175. http://dx.doi.org/10.5539/jel.v6n4p175.

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Elementary and Middle school administrators continually struggle with developing instructional programs that will address the academic and human developmental levels of the students in their care. Addressing the human development and the academic issues related to the elementary and middle school student is only a small percentage of the attention required for that student. Many students at the elementary and middle school levels encounter issues related to social and emotional development that are often overwhelming and many times detrimental to the academic development of those students. School administrators address those issues by utilizing the existing infrastructure of the schools. One of the key components of the school infrastructure is the school counselor. In some situations, school counselors are being required to perform duties outside the realm of their perceived responsibilities. This study was conducted to ascertain school counselor perceptions with respect to job performance, expectations, satisfaction and responsibility. The results of the study indicated that the counselors involved in the study believed that they are being required to perform duties outside the realm of their responsibilities and that the performance of these duties has an impact on their effectiveness as school counselors.

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4

Bryant, Rhonda M., and Madonna G. Constantine. "Multiple Role Balance, Job Satisfaction, and Life Satisfaction in Women School Counselors." Professional School Counseling 9, no. 4 (2006): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900403.

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Many prior studies have reported that school counselors are at risk for experiencing mental health difficulties (e.g., professional burnout) as a result of their participation in a wide variety of service-oriented roles. The majority of school counselors are women, which underscores the importance of examining these individuals’ unique work-related and life experiences. As such, this study explored the relationships among multiple role balance, job satisfaction, and life satisfaction in a sample of 133 women school counselors. Findings revealed that multiple role balance and job satisfaction were each positively predictive of overall life satisfaction, even after accounting for the effects of age, years of experience as a school counselor, and location of school environment. Implications of the findings and future research directions are discussed.

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5

Pyne, Jaymes R. "Comprehensive School Counseling Programs, Job Satisfaction, and the ASCA National Model." Professional School Counseling 15, no. 2 (2011): 2156759X1101500. http://dx.doi.org/10.1177/2156759x1101500202.

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This study examined the level of school counselor job satisfaction and implementation of comprehensive school counseling programs in secondary schools in one state. Participants included 103 secondary school counselors selected using a cluster sampling of Michigan public school districts. The Job in General (JIG) scale was used to measure their job satisfaction. The Comprehensive School Counseling Implementation Measure (CSCIM), based on the ASCA National Model, was used to measure the level of implementation of a comprehensive school counseling program in their schools. The individual items “administrative support” and “facilitating communication between staff” on the CSCIM showed high correlations with job satisfaction, while moderate to high correlations were found in the items “serving all students,” “clearly written and defined program philosophy,” and “creating time for planning and evaluating the program.” This article discusses limitations of this study and suggested directions for further research.

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Clemens, Elysia V., Amy Milsom, and Craig S. Cashwell. "Using Leader-Member Exchange Theory to Examine Principal–School Counselor Relationships, School Counselors’ Roles, Job Satisfaction, and Turnover Intentions." Professional School Counseling 13, no. 2 (2009): 2156759X0901300. http://dx.doi.org/10.1177/2156759x0901300203.

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Principals have considerable influence on shaping the role of school counselors with whom they work (Amatea & Clark, 2005; Dollarhide, Smith, & Lemberger, 2007; Ponec & Brock, 2000). Researchers used leader-member exchange theory (Graen & Uhl-Bien, 1995) to examine the relevance of principal–school counselor relationships to school counselors’ role definition, job satisfaction, and turnover intentions. A path analysis model explained 15% of the variance in how school counselors’ roles are defined at the building level, 49% of the variance in school counselors’ job satisfaction, and 20% of the variance in school counselors’ turnover intentions. Implications for school counseling practice and leadership are provided.

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7

Aydin, Fatih, and Hatice Odaci. "School Counsellors’ Job Satisfaction: What is the Role of Counselling Self-Efficacy, Trait Anxiety and Cognitive Flexibility?" Journal of Psychologists and Counsellors in Schools 30, no. 2 (2020): 202–15. http://dx.doi.org/10.1017/jgc.2019.32.

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AbstractThe aim of the present study is to investigate the role of counselling self-efficacy, trait anxiety and cognitive flexibility in predicting job satisfaction of school counsellors. The study was conducted according to a correlational research design. The sample group consisted of 99 female and 77 male school counsellors voluntarily participating in the study. Data collection tools included the Personal Information Form, Job Satisfaction Scale, Counselor Activity Self-Efficacy Scale, Trait Anxiety Inventory and Cognitive Flexibility Inventory. The data were analysed with Pearson product-moment correlation analysis and hierarchical regression analysis. According to the research findings, the job satisfaction of school counsellors was identified to have moderate significant correlations with counselling self-efficacy, trait anxiety and cognitive flexibility. Counselling self-efficacy and trait anxiety were each concluded to be significant predictors of job satisfaction. Finally, cognitive flexibility was found not to be a significant predictor of job satisfaction. The results are interpreted and discussed in accordance with the relevant literature.

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8

Mullen, Patrick R., Nancy Chae, Adrienne Backer, and Jennifer Niles. "School Counselor Burnout, Job Stress, and Job Satisfaction by Student Caseload." NASSP Bulletin 105, no. 1 (2021): 25–42. http://dx.doi.org/10.1177/0192636521999828.

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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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9

Bakar, Ab Rahim, Shamsiah Mohamed, and Rathidevi Thevadas. "Job Satisfaction among Malaysian School Counselors." International Journal of Knowledge, Culture, and Change Management: Annual Review 9, no. 2 (2009): 79–90. http://dx.doi.org/10.18848/1447-9524/cgp/v09i02/49694.

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10

Heled, Einat, and Nitza Davidovitch. "An Occupation in Search of Identity—What Is School Counseling?" Journal of Education and Learning 9, no. 5 (2020): 215. http://dx.doi.org/10.5539/jel.v9n5p215.

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This study will focus on the professional identity of school counseling, which is a key function in Israeli schools. Forming a professional identity is part of the process of professional development that begins with academic training and continues throughout one&rsquo;s professional career. Professional identity distinguishes between different occupations and provides practitioners with a safe base that lets them better understand their work and form a team spirit within their field of occupation. The research literature indicates an association between one&rsquo;s professional identity and her professional functioning and success, sense of stability, confidence, and pride in practicing the occupation. The professional identity of school counseling is related to gender. This is a predominantly female occupation and most of its practitioners in Israel are women.  Few studies have been conducted on the professional identity of school counselors (Note 1) and its impact on the quality of their work. It appears that the definition of the school counselor&rsquo;s role is neither clear nor unambiguous, both in Israel and elsewhere, and this affects the professional identity of counselors and the quality of their work. The current study included semi-structured interviews with 15 school counselors, in which they spoke about the structure of their work, their professional vision, satisfaction, and sense of self-fulfillment as a result of their job, as well as their professional self-efficacy.  The research findings show that the structure of the counselor&rsquo;s work, her role definition and workload, are related to her professional identity, including how she perceives the counseling occupation, her satisfaction and sense of self-fulfillment. Based on the interviews, no differences were found between the narratives of counselors with different levels of seniority in the profession with regard to professional identity, satisfaction, and self-fulfillment. The research findings indicate the need to define the school counseling occupation and its place in the school in order to help school counselors establish a clearer professional identity, with the aim of adapting the role to the challenges of the school system in the 21st century, in the world in general and in Israel in particular.

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Clemens, Elysia, Amy Milsom, and Craig Cashwell. "Using Leader-Member Exchange Theory to Examine Principal—School Counselor Relationships, School Counselors' Roles, Job Satisfaction, and Turnover Intentions." Professional School Counseling 13, no. 2 (2009): 75–85. http://dx.doi.org/10.5330/psc.n.2010-13.75.

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12

Mullen, Patrick R., Ashley J. Blount, Glenn W. Lambie, and Nancy Chae. "School Counselors’ Perceived Stress, Burnout, and Job Satisfaction." Professional School Counseling 21, no. 1 (2017): 2156759X1878246. http://dx.doi.org/10.1177/2156759x18782468.

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We examined the relationship between perceived stress, burnout, and job satisfaction among school counselors. Results indicated that school counselors’ perceived stress and burnout were negatively related to their age and experience. Respondents also reported that stress, burnout, and job satisfaction did not differ based on their school level. Participants’ perceived stress and burnout had a strong negative correlation with job satisfaction; however, burnout mediated the relationship between perceived stress and job satisfaction. We discuss the findings in light of training and supervision.

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13

Myoung-Ja Keum, 이미숙, and 정경미. "School Counselor’s Role Activity and Job Satisfaction." SECONDARY EDUCATION RESEARCH 57, no. 3 (2009): 113–32. http://dx.doi.org/10.25152/ser.2009.57.3.113.

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14

Boon, Ooi Pei, Wan Marzuki Wan Jaafar, and Maznah Baba. "Factors Contributing to Job Satisfaction among School Counselors." Procedia - Social and Behavioral Sciences 211 (November 2015): 803–10. http://dx.doi.org/10.1016/j.sbspro.2015.11.171.

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15

Raviv, Amiram, Ezra Wiesner, and Alona Raviv. "Job Satisfaction Amongst School Psychologists and School Counsellors in Israel." School Psychology International 9, no. 3 (1988): 213–18. http://dx.doi.org/10.1177/0143034388093006.

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16

Lazauskaitė-Zabielskė, Jurgita, Birutė Pociūtė, and Laima Bulotaitė. "The Role of Self-Efficacy for Satisfaction with Career Counselling and Goal Attainment Among Career Counsellors Working at Schools." Acta Paedagogica Vilnensia 43 (December 20, 2019): 141–55. http://dx.doi.org/10.15388/actpaed.43.10.

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Career counsellors working at schools are expected to promote students’ social, emotional, academic, and career development (Lindwall & Coleman, 2008). Despite the importance of career counselling at school (Anctil, Smith, Schenck, & Dahir, 2012; Osborn & Baggerly, 2004), school counsellors face barriers to implementing career counselling, including limited time because of competing demands, negative perceptions about career counselling from parents, teachers, and administration, and low school counsellor self-efficacy (Sanders, Welfare, & Culver, 2017). Considering the importance of career counselling and challenging working conditions, studies usually focus on individual antecedents of effective career counselling (Sawyer et al., 2013). Existing research reveals that self-efficacious consultants provide higher-quality career consulting services to various groups of employees (Bodenhorn & Skaggs, 2005; Larson & Daniels, 1998), are more satisfied with their job and experience less stress (Lent & Hackett, 1987). According to Larson and Daniels (1998), self-efficacy is the essential factor of successful career counselling. However, existing studies do not disclose the mechanism of why career consultants with higher self-efficacy perform consulting activities better. Therefore, this study is aimed to analyse the role of self-efficacy in the relationship between job resources (opportunity to develop and feedback), satisfaction with career counselling and goal attainment among career counsellors working at schools. The study was part of the project “Strategies to Utilise and Cultivate Positive Characteristics & Employability Skills in Schools” (SUCCESS, 2017-12-LT01-KA201-035247). In total, 246 school career counsellors from Lithuania, Italy, Ireland, and Greece were surveyed online. Most of the participants (88.6 percent) were female, and their age varied between 25 and 60 years. In all countries, the professional experience of career counselling varied between 1 and more than 10 years.The results of the study revealed the importance of self-efficacy for satisfaction with career counselling and goal attainment. Self-efficacy moderated the relationship between the opportunity for development and feedback and satisfaction with career counselling, i. e. the opportunity for development and feedback and satisfaction predicted satisfaction with career counselling only when self-efficacy was high. Furthermore, the opportunity for development and feedback were indirectly related to goal attainment through satisfaction with career counselling only when self-efficacy was high. In other words, job resources are more important and better used by those career counsellors who rely on their abilities, can remain calm when facing difficulties in their job and find solutions when confronted with a problem. The limitations of the study together with practical implications are discussed.

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17

Bryant, Rhonda, and Madonna Constantine. "Multiple Role Balance, Job Satisfaction, and Life Satisfaction in Women School Counselors." Professional School Counseling 9, no. 4 (2006): 265–71. http://dx.doi.org/10.5330/prsc.9.4.31ht45132278x818.

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18

Mullen, Patrick R., Adrienne Backer, Nancy Chae, and Huijuan Li. "School Counselors’ Work-Related Rumination as a Predictor of Burnout, Turnover Intentions, Job Satisfaction, and Work Engagement." Professional School Counseling 24, no. 1 (2020): 2156759X2095725. http://dx.doi.org/10.1177/2156759x20957253.

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We examined work-related rumination among 288 school counselors and its relationship to elements of their professional well-being. The composite of affective rumination, problem-solving pondering, and detachment individually predicted burnout, turnover intentions, job satisfaction, and work engagement. Our findings indicated that higher affective rumination coupled with lower problem-solving pondering predicted increased burnout and turnover intentions and decreased job satisfaction and work engagement. We describe the implications of these findings for school counselors and educators.

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19

Nas, Eşref, Ramazan Sak, and İkbal Tuba Şahin Sak. "School Counselors’ Job Satisfaction: a Comparative Study of Preschool and Primary-School Counselors in Turkey." International Journal for the Advancement of Counselling 39, no. 4 (2017): 377–94. http://dx.doi.org/10.1007/s10447-017-9304-0.

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20

Rayle, Andrea. "Do School Counselors Matter? Mattering as a Moderator Between Job Stress and Job Satisfaction." Professional School Counseling 9, no. 3 (2006): 206–15. http://dx.doi.org/10.5330/prsc.9.3.w23j476w45727537.

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21

이현아 and Ki-Hak Lee. "The Relationship among Job Stress, Job Satisfaction, and Burnout of the Professional School Counselors." Korean Journal of School Psychology 6, no. 1 (2009): 83–102. http://dx.doi.org/10.16983/kjsp.2009.6.1.83.

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22

King, Catherine, Mirjana Subotic-Kerry, and Bridianne O'Dea. "An Exploration of the Factors Associated with Burnout Among NSW Secondary School Counsellors." Journal of Psychologists and Counsellors in Schools 28, no. 2 (2018): 131–42. http://dx.doi.org/10.1017/jgc.2018.5.

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School counsellors play an important role in supporting student mental health but face several challenges that may increase their vulnerability to burnout. This study aimed to explore the factors associated with burnout among school counsellors in secondary schools in New South Wales (NSW), Australia. A cross-sectional, online survey was conducted to measure demographics, school counsellor background, school context, school counselling practice, openness towards evidence-based practices, and use of online resources. The final sample consisted of the 125 participants who responded they had (n= 65) or had not (n= 60) experienced burnout. Most participants were female (86%), with an average of 9 years’ experience (SD= 7.0). Burnout was associated with lower workload manageability, lower satisfaction with school mental healthcare, greater impact of work stress upon wellbeing, and greater frequency of providing care outside of school hours. No other significant associations were found. This study reinforces that school counsellors are vulnerable to burnout and that measuring job overload may help to identify those at increased risk. School counsellors may also benefit from additional support for students who require care beyond school hours. Greater awareness about the risks of burnout, coupled with efforts to improve resource allocation within the school setting, may improve school counsellors’ sustainability and optimise the mental healthcare available to students.

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23

Walsh, Robyn, and Donna M. Gibson. "“What Don’t We Do?”: The Experiences of School Counseling Directors in Relation to Leadership and Job Satisfaction." Professional School Counseling 23, no. 1 (2019): 2156759X1988682. http://dx.doi.org/10.1177/2156759x19886823.

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Limited research has explored the experiences of school counseling directors, defined in this study as school counselors who are the designated department leaders and school counseling supervisors at middle or high schools. In this phenomenological study, we sought to better understand the experiences of those directors, specifically in relation to leadership and job satisfaction. Four themes emerged from the data collected from the 10 participants. We discuss these themes and offer implications for training, support, and role clarification for school counseling directors.

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24

Yeşilyaprak, Binnur, and Murat Boysan. "Latent Class Analysis of Job and Life Satisfaction Among School Counselors: A National Survey." Journal of Happiness Studies 16, no. 1 (2014): 1–15. http://dx.doi.org/10.1007/s10902-013-9491-2.

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25

Pour, Manoochehr Taghi, Asmah Ismail, Wan Marzuki Wan Jaafar, and Gholamreza Rajabi. "Associations Between Family Communication, Perceived Stress and Resilience with Life Satisfaction Among UPM Pre-University Students." Pakistan Journal of Medical and Health Sciences 15, no. 6 (2021): 1756–64. http://dx.doi.org/10.53350/pjmhs211561756.

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Background: Alfred W. Adler (1870-1937), psychotherapist and founder of the school of individual psychology, believed that education, marriage, and job play important role in human development. Higher learning is a demanding and challenging period for students that can result in high rates of psychological distress affecting their life satisfaction. Aim: The research is to study the links between family communications, perceived stress and resilience with life satisfaction among pre-university students in UPM. Method: A cross-sectional study was conducted among a sample of 310 (females 158 and 152 males) pre-university students from a public university in Malaysia. Four instruments were used in this research namely the Family Communication Scale (FCS, Olson et al., 2004), Perceived Stress Scale (PSS, Cohen et al., 1983) Resilience Scale (CD-RISC, Connor-Davidson, 2003) & The Satisfaction with Life Scale (Diener et al. 1985). The data were analyzed using independent t-test, Pearson correlation coefficients and multiple regressions. Results: The finding of this study revealed that there are simple and multiple relationships between family communications, perceived stress and resilience with life satisfaction among pre-university students. Conclusion: The research may guide university counselors to view adolescents’ life satisfaction holistically and assist them in developing preventive and intervention plans for the university new enrolled students. Also, the results will provide students with some knowledge on their life satisfaction and its effects on their future accomplishments. Keyword: Family Communication; Perceived Stress; Resilience; Life Satisfaction; Pre-University Students

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Soldaat, Leza J. "More Than a Teacher: Understanding the Teacher-Learner Relationship in a Public High-School in South Africa." Journal of Educational and Developmental Psychology 9, no. 1 (2019): 77. http://dx.doi.org/10.5539/jedp.v9n1p77.

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Teaching is considered a caring occupation due to the nature of the interaction between teachers and learners (Hocschild, 1983). Care giving can be a demanding task, however, emotional labour invested in the occupation &ndash; with regards to their relationships with learners &ndash; contributes to job satisfaction, commitment and be emotionally rewarding. The proximity or distance of these relationships are dependent on five emotional geographies, namely socio-cultural, moral, professional, physical, and political relatability (Hargreaves, 2001). This paper draws on a case study of teachers at a former Model C high-school in South Africa to examine the formation and development of relationships formed between the teacher and learner. The article suggests that teachers adopt three additional roles outside that of teaching. These roles, the coach, counsellor, and parental figure, foster emotional understanding (Denzin, 1984) between the teacher and learners, which creates a positive classroom climate. These roles are deemed necessary for the fulfilment of successful relationships with learners. However, there are challenges which teachers face when attempting to develop these bonds with learners, which include a negative classroom climate, socio-cultural distance, and sexual harassment &ndash; faced by women teachers.

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27

Garske, Gregory G. "The Significance of Rehabilitation Counselor Job Satisfaction." Journal of Applied Rehabilitation Counseling 31, no. 3 (2000): 10–13. http://dx.doi.org/10.1891/0047-2220.31.3.10.

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The purpose of this relationship study was to examine the levels of job satisfaction, self-esteem, and attitudes toward persons with disabilities of rehabilitation counselors. The primary focus was on Herzberg's motivation/hygiene factors. While respondents generally reported high ratings in all three areas, two of Herzberg's motivation factors appeared to be significantly low. Job satisfaction variables were found to have significant correlations with scores on the Rosenberg Self-Esteem Scale and the Issues in Disabilities Scale. Based on the findings, supervisors and managers are requested to remain sensitive to the job related needs of those who serve people with disabilities.

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SANGGANJANAVANICH, VARUNEE FAII, and RICHARD S. BALKIN. "Burnout and Job Satisfaction Among Counselor Educators." Journal of Humanistic Counseling 52, no. 1 (2013): 67–79. http://dx.doi.org/10.1002/j.2161-1939.2013.00033.x.

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Worrell, Travis G., Gary E. Skaggs, and Michael B. Brown. "School Psychologists' Job Satisfaction." School Psychology International 27, no. 2 (2006): 131–45. http://dx.doi.org/10.1177/0143034306064540.

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Neale-McFall, Cheryl, Emeline Eckart, Mary Hermann, Natoya Haskins, and Jolie Ziomek-Daigle. "Counselor Educator Mothers: A Quantitative Analysis of Job Satisfaction." Counselor Education and Supervision 57, no. 2 (2018): 147–59. http://dx.doi.org/10.1002/ceas.12099.

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31

Capella, Michele E., and Jason D. Andrew. "The Relationship Between Counselor Job Satisfaction and Consumer Satisfaction in Vocational Rehabilitation." Rehabilitation Counseling Bulletin 47, no. 4 (2004): 205–14. http://dx.doi.org/10.1177/00343552040470040201.

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32

Lampe, Richard E. "TACD Role Statement: The School Counselor Job Description." TACD Journal 18, no. 2 (1990): 31–40. http://dx.doi.org/10.1080/1046171x.1990.12034361.

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33

Kim InGyu and 조남정. "Job Analysis of School Counselor using DACUM method." Journal of Korean Teacher Education 27, no. 2 (2010): 97–115. http://dx.doi.org/10.24211/tjkte.2010.27.2.97.

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34

Roch, Christine H., and Na Sai. "Charter School Teacher Job Satisfaction." Educational Policy 31, no. 7 (2016): 951–91. http://dx.doi.org/10.1177/0895904815625281.

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We examine whether working conditions in charter schools and traditional public schools lead to different levels of job satisfaction among teachers. We distinguish among charter schools managed by for-profit education management organizations (EMOs) and non-profit charter management organizations (CMOs) and stand-alone charter schools. We investigate our research question using data from the School and Staffing Survey. We find that teachers in charter schools are less satisfied with their jobs than teachers in traditional public schools. We also find that teachers in EMO-managed schools appear less satisfied than those in stand-alone charter schools. Our analyses suggest that lower salaries and limited union memberships help drive these lower levels of satisfaction, particularly among stand-alone charter schools and charter schools managed by EMOs.

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Alexander-Albritton, Carrie, and Nicole R. Hill. "Familial and Institutional Factors: Job Satisfaction for Female Counselor Educators." Counselor Education and Supervision 54, no. 2 (2015): 109–21. http://dx.doi.org/10.1002/ceas.12008.

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Rahmawati, Rahmawati, Neviyarni Neviyarni, and Firman Firman. "Hubungan Motivasi Kerja dan Dukungan Sosial Kepala Sekolah dengan Pelaksanaan Tugas Guru Bk di SMPN Kab. Kerinci." Konselor 3, no. 3 (2016): 94. http://dx.doi.org/10.24036/02014332990-0-00.

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The counselor job and responbility is to give guidance and counseling service, performing the job needs motivation in order to reach the educational purpose. The headmaster is responsible to provide the facilities for the counselor in doing them job. The purpose of the study is to find out the relationships between the headmaster’s working motivation and social support with counselor performance. This research used quantitative in nature, using correlation method. Objective of the Research be done counselor in Junior high school Kerinci. The results of the study revealed that, there is a significant relationship between the headmaster’s working motivation and social support with the counselor performance.

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37

Crossman, Alf, and Penelope Harris. "Job Satisfaction of Secondary School Teachers." Educational Management Administration & Leadership 34, no. 1 (2006): 29–46. http://dx.doi.org/10.1177/1741143206059538.

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SHIMAZAKI, Kazuyo, and Takashi TSUBAKITA. "Job Satisfaction in Nursing School Teachers." Proceedings of the Annual Convention of the Japanese Psychological Association 77 (September 19, 2013): 2PM—122–2PM—122. http://dx.doi.org/10.4992/pacjpa.77.0_2pm-122.

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39

Levinson, Edward M., and Thomas H. Hohenshil. "Job Satisfaction among American School Psychologists." School Psychology International 8, no. 2-3 (1987): 149–51. http://dx.doi.org/10.1177/0143034387082011.

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40

Agresta, Jacqueline. "Job Satisfaction Among School Social Workers." Journal of Social Service Research 33, no. 1 (2006): 47–52. http://dx.doi.org/10.1300/j079v33n01_05.

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41

Waalkes, Phillip L., Daniel A. DeCino, Jaimie Stickl Haugen, and Amanda Dalbey. "The Relationship Between Job Roles and Gender on Principal–School Counselor Relationship Quality." Professional School Counseling 22, no. 1 (2018): 2156759X1986110. http://dx.doi.org/10.1177/2156759x19861105.

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Principals have power to delegate job responsibilities to school counselors, and this may impact principal–school counselor relationship quality. In a study grounded in leader–member exchange theory, we surveyed 167 school counselors about the relationship between their job roles, gender, and years of experience and the quality of their principal–school counselor relationship. Results indicated that relationship quality was positively related to curriculum activity and consultation activity and negatively related to other activity and gender. We discuss implications for school counseling practice and research.

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Blau, Gary. "Testing the Relationship of Burnout to Job Satisfaction for Psychiatric Rehabilitation Practitioners beyond Controlled-for Background Variables." Journal of Educational and Developmental Psychology 10, no. 2 (2020): 52. http://dx.doi.org/10.5539/jedp.v10n2p52.

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A Psychiatric Rehabilitation Practitioner (PRP) is a less-often studied rehabilitation counselor who works specifically with mental health patients. An on-line survey was filled out by 1,635 PRPs who provided background, burnout and job satisfaction data. Full data was available for 819 PRPs. Background data collected included: gender, race, age, highest education level, length of service, and salary. The study hypothesis that burnout would be negatively related to job satisfaction beyond the controlled-for background variables was supported. Although only a limited amount of job satisfaction variance was explained, the study results support continued study of burnout and job satisfaction for PRPs and other mental health professionals.

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Winburn, Amanda, Rebekah Reysen, Eric Suddeath, and Mandy Perryman. "Working Beyond the Bell." Professional School Counseling 21, no. 1 (2017): 2156759X1877513. http://dx.doi.org/10.1177/2156759x18775137.

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The purpose of this study is to explore workaholism tendencies and their relationship to the Big Five personality traits and life satisfaction within a school counselor population. Results indicate that school counselors employed in high school settings experience significantly higher levels of workaholism tendencies than those at the elementary or middle school level, and school counselors with neurotic tendencies are most likely to be workaholics. Data also showed that school counselors with higher levels of workaholism have lower life satisfaction. We discuss implications for school counselor training and practice.

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SukDon Park and 김은숙. "The Effect of Internal Service Quality for Rehabilitation Counselor on Job Satisfaction." Korean Journal of Physical, Multiple, & Health Disabilities 52, no. 4 (2009): 169–90. http://dx.doi.org/10.20971/kcpmd.2009.52.4.169.

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Bellamy, Nikki D., Min Qi Wang, Lori A. McGee, Julie S. Liu, and Maryann E. Robinson. "Crisis-counselor perceptions of job training, stress, and satisfaction during disaster recovery." Psychological Trauma: Theory, Research, Practice, and Policy 11, no. 1 (2019): 19–27. http://dx.doi.org/10.1037/tra0000338.

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Holcomb-McCoy, Cheryl, and Carla Addison-Bradley. "African American Counselor Educators' Job Satisfaction and Perceptions of Departmental Racial Climate." Counselor Education and Supervision 45, no. 1 (2005): 2–15. http://dx.doi.org/10.1002/j.1556-6978.2005.tb00126.x.

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Saiti, Anna, and Yiannis Papadopoulos. "School teachers’ job satisfaction and personal characteristics." International Journal of Educational Management 29, no. 1 (2015): 73–97. http://dx.doi.org/10.1108/ijem-05-2013-0081.

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Purpose – The purpose of this paper (based on the relevant literature) is to: investigate, through empirical analysis, primary school teachers’ perceptions regarding their job satisfaction, and examine whether or not the personal characteristics of primary school educators (such as gender, age, family status, educational level, and the total years of service in public primary education) have any impact on their job satisfaction. Design/methodology/approach – In total, 360 questionnaires were administered to primary school teachers in the metropolitan area of Athens (region of Attiki). The sample was randomly selected. The questionnaire was based on 41 closed and was divided into two sections. The Job Satisfaction Survey developed by Spector (1985) was implemented. Findings – Greek school teachers are generally satisfied with their profession. There is no statistical correlation between personal characteristics and the overall satisfaction while indicated that teachers are more satisfied with three aspects (subscales) of job satisfaction, namely, “administration,” “colleagues” and “nature of work” and less satisfied with “salary,” “benefits” and “potential rewards.” Age correlates with the levels of satisfaction with reference to administration, potential rewards, colleagues and the nature of work. The overall satisfaction positively correlates with all nine aspects of job satisfaction (subscales) and gender affects the aspects of “promotion” and “colleagues.” Research limitations/implications – This study only analyzes a small sample from the Athens region and hence the results cannot be used to generalize about the whole of Greece. Since other Greek regions operate in different socio-economic environments, an analysis of additional data from other regions (rural and urban areas) would be necessary to compare and confirm the results. Originality/value – The findings of this study a valuable extension of other relevant research as it provides the first empirical study of the Greek school system, investigating the relationship between certain aspects of job satisfaction and the personal characteristics of school educators as well as the relationship between these aspects of job satisfaction and total satisfaction. In the context of efficient educational policy, a greater understanding of educators’ job satisfaction could facilitate the development of more effective policy practice that would increase not only the level of educators’ satisfaction, commitment and morale but also improve the performance of the school system.

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Zembylas, Michalinos, and Elena Papanastasiou. "Job satisfaction among school teachers in Cyprus." Journal of Educational Administration 42, no. 3 (2004): 357–74. http://dx.doi.org/10.1108/09578230410534676.

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Pamperin, Bruce F. "Creative School Social Workers and Job Satisfaction." Children & Schools 10, no. 1 (1987): 60–71. http://dx.doi.org/10.1093/cs/10.1.60.

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Junious, DeMonica L., Regina Jones Johnson, Ronald J. Peters, Christine M. Markham, Steven H. Kelder, and George S. Yacoubian. "A STUDY OF SCHOOL NURSE JOB SATISFACTION." Journal of School Nursing 20, no. 2 (2004): 88–93. http://dx.doi.org/10.1177/10598405040200020601.

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This study explored job satisfaction and changes needed to help boost levels of job satisfaction. Self-reported job satisfaction data were collected from 71 school nurses employed in elementary, middle, and high school settings via interactive focus groups. The subjects participated in a 30- to 45-minute focus group session that was audiotaped and transcribed by the principal investigator. Beliefs about job satisfaction were identified and classified into exclusive categories or themes. While the majority of school nurses expressed contentment with their jobs, certain factors that would increase job satisfaction, such as salary and control issues, were discussed. Overall, 83% of school nurses in this study were satisfied in their present positions; however, issues of coping and role strain were identified as major contributors to low morale. Only 17% of the school nurses voiced job dissatisfaction, primarily attributed to low salaries and lack of trust and support from administration. As school nurses face a diverse community with complex needs, adaptation is needed for job satisfaction to be maintained. For this to occur, school nurses must take the initiative to educate administrators, parents, and communities about their role in the school setting.

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