DOI
10.25774/3phm-2g68
First Page
43
Last Page
53
Abstract
School counselors often experience burnout in their multifaceted roles. Extant literature has identified the relationship between school counselors’ self-efficacy and burnout, but there is a paucity of literature regarding the relevance of mindfulness to school counselors’ occupational self-efficacy and burnout. Through multiple regression, we examined the relationships between mindfulness, occupational self-efficacy, and burnout with a sample of 102 practicing school counselors in the United States. Our findings indicated that higher levels of mindfulness and occupational self-efficacy statistically significantly predicted lower levels of school counselors’ burnout. We provide implications for practicing school counselors, counselor education and supervision, and future research.
Recommended Citation
Niles, J., Chae, N., Backer, A., & Ahmed, S. (2024). Examining the Relationships Between School Counselor Mindfulness, Occupational Self-Efficacy, and Burnout. Journal of School-Based Counseling Policy and Evaluation, 6(2), 43-53. https://doi.org/10.25774/3phm-2g68
Included in
Counseling Commons, International and Comparative Education Commons, Student Counseling and Personnel Services Commons
