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Bringing light to school counselors’ burnout: the role of occupational identity suffering

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Abstract

This study aims to validate a predictive model of school counselors’ burnout from occupational activities through occupational identity suffering (OIS). OIS is defined as the psyche battle between the individual’s need for professional accomplishment and the inability to recognize one’s profession in daily work duties. Tested among 269 guidance counselors working in school settings (Quebec, Canada), the model proposes that OIS is positively predicted by administrative work and negatively predicted by guidance and counseling activities. In turn, OIS should positively predict burnout. Results from structural equation modeling mostly support the model. Implications for prevention of school counselors’ burnout are discussed.

Résumé

Faire la lumière sur le burnout des conseillers d'orientation en milieu scolaire: le rôle de la souffrance identitaire de métier Cette étude vise à valider un modèle prédictif du burnout des conseillers d’orientation en milieu scolaire à partir des activités professionnelles à travers la souffrance identitaire de métier (SIM). La SIM est définie comme une lutte psychique entre le besoin d'accomplissement professionnel de l'individu et l'incapacité de reconnaître sa profession dans les tâches quotidiennes de travail. Testé auprès de 269 conseillers d'orientation en milieu scolaire (Québec, Canada), le modèle propose que la SIM est prédite positivement par les tâches administratives et négativement par les activités d'orientation et de counseling. En retour, la SIM devrait prédire positivement le burnout. Les résultats de la modélisation par équations structurelles soutiennent en grande partie le modèle. Les implications pour la prévention du burnout des conseillers d’orientation en milieu scolaire sont discutées.

Zusammenfassung

Licht ins Dunkel des Burnouts von Schulberatern bringen: Die Rolle des Leidens der beruflichen Identität Diese Studie zielt darauf ab, ein prädiktives Modell des Burnouts von Schulberatern durch berufliche Aktivitäten durch berufliches Identitätsleiden (OIS) zu validieren. OIS ist definiert als der psychische Kampf zwischen dem Bedürfnis des Einzelnen nach beruflicher Leistung und der Unfähigkeit, seinen Beruf in den täglichen Arbeitspflichten zu erkennen. Das Modell wurde unter 269 Beratungsberatern getestet, die in Schulumgebungen (Quebec, Kanada) arbeiten, und schlägt vor, dass OIS durch Verwaltungsarbeit positiv und durch Beratungs- und Beratungsaktivitäten negativ vorhergesagt wird. Im Gegenzug sollte OIS Burnout positiv vorhersagen. Ergebnisse aus der Strukturgleichungsmodellierung stützen das Modell größtenteils. Auswirkungen auf die Burnout-Prävention von Schulberatern werden diskutiert.

Resumen

Alumbrando el burnout de los orientadores escolares: El papel del sufrimiento identitario ocupacional Este estudio tiene como objetivo validar un modelo predictivo del desgaste profesional de los consejeros escolares a través del sufrimiento de identidad ocupacional (OIS). OIS se define como la batalla psíquica entre la necesidad del individuo de realización profesional y la incapacidad de reconocer la propia profesión en las tareas laborales diarias. Probado entre 269 consejeros de orientación que trabajan en entornos escolares (Quebec, Canadá), el modelo propone que el OIS se predice positivamente por el trabajo administrativo y negativamente por las actividades de orientación y asesoramiento. A su vez, OIS debería predecir positivamente el agotamiento. Los resultados del modelo de ecuaciones estructurales en su mayoría respaldan el modelo. Se discuten las implicaciones para la prevención del agotamiento de los consejeros escolares.

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Notes

  1. The committee was composed of five university professors who either have expertise in measurement or in school counseling, two members of the OCCOQ, two employees of the federation of unions of education professionals of Quebec, and three school counselors.

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Funding

This research has been funded by the Fonds de recherche du Québec – Société et culture (2016-NP-188790).

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  1. Quebec, Canada

    Gabriella Hamelin

  2. Faculté des Sciences de l’éducation, Université Laval, Quebec, QC, Canada

    Simon Viviers, David Litalien & Johannie Boulet

  3. Département des Fondements et Pratiques en Éducation, Pavillon des Sciences de l’éducation, Université Laval, 2320, rue des Bibliothèques, Local 620, Quebec, QC, G1V 0A6, Canada

    Simon Viviers

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  1. Gabriella Hamelin
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Contributions

The second author contributed to the study conception and design. Material preparation and data collection were achieved by GH, SV and JB while analyses were performed by GH and DL. The first draft of the manuscript was written by GH and all authors commented on previous versions of the manuscript. SV mainly revised the manuscript. All authors read and approved the final manuscript.

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Correspondence to Simon Viviers.

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Table 2 Items contents and standardized parameter estimates for the measurement model (CFA) of newly developed scales
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Hamelin, G., Viviers, S., Litalien, D. et al. Bringing light to school counselors’ burnout: the role of occupational identity suffering. Int J Educ Vocat Guidance 23, 741–761 (2023). https://doi.org/10.1007/s10775-022-09534-2

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