The purpose of this article is to investigate correlates and predictors of school counselors’ career satisfaction and commitment. Regression analyses of 1, 280 Florida counselors’ survey responses indicated that positive predictors of career satisfaction included appropriate duties, high self-efficacy, and district and peer supervision, while negative predictors were inappropriate duties and stress. The only positive predictor of career commitment was appropriate counseling duties while the only negative predictor was stress. Results and future directions are discussed.
Get full access to this article
View all access options for this article.
References
1.
American School Counselor Association. (2002). The ASCA national model: A framework for school counseling programs.Alexandria, VA: Author.
2.
AndrewJ. D., FaubionC. W., & PalmerC. D. (2002). The relationship between counselor satisfaction and job factors in state rehabilitation agencies.Rehabilitation Counseling Bulletin, 45, 223–232.
3.
BaggerlyJ. N. (2002). Florida school counselors survey 2000: Results and recommendations.Florida Educational Research Council Research Bulletin, 33(3). Retrieved January 22, 2005, from http://www.firn.edu/webfiles/others/ferc/Default.htm
4.
BaggerlyJ.N., & GentryE. (2004). The effectiveness of trauma response and resiliency skills building: Training as treatment. Manuscript submitted for publication.
5.
BanduraA. (1997). Self-efficacy: The exercise of control.New York: W. H. Freeman.
6.
BillingsleyB. S., & CrossL. H. (1992). Predictors of commitment, job satisfaction, and intent to stay in teaching: A comparison of general and special educators.Journal of Special Education, 25, 453–471.
7.
BlackhurstA. (2000). Effects of mentoring on the employment experiences and career satisfaction of women student affairs administrators.NASPA Journal, 37, 573–586.
8.
BorgM. G., & RidingR. J. (1991). Occupational stress and satisfaction in teaching.British Educational Research Journal, 17, 263–281.
9.
BradleyL. J. (1989). Counselor supervision: Principles, process, and practice (2nd ed.). Muncie, IN: Accelerated Development.
10.
BrigmanG., & CampbellC. (2003). Helping students improve academic achievement and school success behavior.Professional School Counseling, 7, 91–98.
11.
CohenJ. (1992). A power primer.Psychological Bulletin, 112(1), 155–159.
12.
DawisR.V. (1996). The theory of work adjustment and person-environment-correspondence counseling. In BrownD., BrooksL. & Associates (Eds.), Career choice and development (3rd ed., pp. 75–115). San Francisco: Jossey-Bass.
13.
DeMatoD. S., & CurcioC. C. (2004). Job satisfaction of elementary school counselors: A new look.Professional School Counseling, 7, 236–245.
14.
EastmanK., & WilliamsD. L. (1993). Relationship between mentoring and career development of agricultural education faculty.Journal of Agricultural Education, 34, 71–76.
15.
EichingerJ. (2000). Job stress and satisfaction among special education teachers: Effects of gender and social role orientation.International Journal of Disability, Development and Education, 47, 397–412.
16.
EnsherE. A., ThomasC., & MurphyS. E. (2001). Comparison of traditional, step-ahead, and peer mentoring on proteges’ support, satisfaction, and perceptions of career success: A social exchange perspective.Journal of Business & Psychology, 15, 419–438.
17.
EvansW. N., & HohenshilT. H. (1997). Job satisfaction of substance abuse counselors.Alcoholism Treatment Quarterly, 15(2), 1–13.
18.
GadeE. M., & HoudekB. (1993). Job satisfaction and functions of counselors in split school assignments.School Counselor, 41, 86–89.
19.
GarskeG. G. (1999). Rehabilitation counselor job satisfaction: Self-reported rating and recommendations.Journal of Rehabilitation Administration, 23, 21–29.
20.
GarskeG. G. (2002). Rehabilitation counselor self-reported levels of job satisfaction, self-esteem, and attitudes toward persons with disabilities.Journal of Applied Rehabilitation Counseling, 33, 3–6.
21.
GentryE., BaggerlyJ., & BaranowskyA. (2004). Training-as-treatment: Effectiveness of the Certified Compassion Fatigue Specialist Training.International Journal of Emergency Mental Health, 6(3), 147–155.
22.
GouletL. R., & SinghP. (2002). Career commitment: A reexami-nation and an extension.Journal of Vocational Behavior, 61, 73–91.
23.
GysbersN., & HendersonP. (2000). Developing and managing your school guidance program (3rd ed.). Alexandria, VA: American Counseling Association.
24.
HamermeshD. S. (2001). The changing distribution of job satisfaction.Journal of Human Resources, 36, 1–30.
25.
HarrisJ. I., MoritzenS. K., RobitschekC., ImhoffA., & LynchJ. L. A. (2001). The comparative contributions of congruence and social support in career outcomes.Career Development Quarterly, 49, 314–323.
26.
HobsonS. M., FoxR. W., & SwickertM. L. (2000). School counselor shortages: A statewide collaborative effort in counselor education.Ypsilanti, MI: Eastern Michigan University. (ERIC Document Reproduction Service No. ED454484)
27.
HollandJ. L. (1997). Making vocational choices: A theory of careers (3rd ed.). Odessa, FL: Psychological Assessment Resources, Inc.
LofquistL. H., & DawisR. V. (1978). Values as second-order needs in the theory of work adjustment.Journal of Vocational Behavior, 12, 12–18.
30.
OsbornD., & BaggerlyJ. N. (2004). School counselors’ perceptions of career counseling: Preferences, priorities, and predictors.Journal of Career Development, 31, 45–59.
31.
PageB. J., PietrzakD. R., & SuttonJ. M. (2001). National survey of school counselor supervision.Counselor Education and Supervision, 41, 142–150.
32.
RaedekeT. D., WarrenA. H., & GranzykT. L. (2002). Coaching commitment and turnover: A comparison of current and former coaches.Research Quarterly for Exercise and Sport, 73, 73–86.
33.
ReyesP., & ShinH.-S. (1995). Teacher commitment and job satisfaction: A causal analysis.Journal of School Leadership, 5, 22–39.
34.
Schwallie-GiddisP., ter MaatM., & PakM. (2003). Initiating leadership by introducing and implementing the ASCA National Model.Professional School Counseling, 6, 170–173.
35.
SinkC. A., & StrohH. R. (2003). Raising achievement test scores of early elementary school students through comprehensive school counseling programs.Professional School Counseling, 6, 350–364.
36.
StuderJ. R., & AlltonJ. A. (1996). The professional school counselor: Supporting and understanding the role of the guidance program.NASSP Bulletin, 80(581), 53–60.
37.
SuttonJ. M., & FallM. (1995). The relationship of school climate factors to counselor self-efficacy.Journal of Counseling & Development, 73, 331–336.
38.
SzymanskiE. M., & ParkerR. M. (1995). Rehabilitation counselor work motivation, job performance, and job satisfaction: An exploratory study.Journal of Rehabilitation Administration, 19, 51–64.
39.
Texas Education Agency. (1996). Texas school counseling and guidance programs: Final study report.Austin, TX: Author. (ERIC Document Reproduction Service No. ED429240)
40.
TrotterS. (2002). An aggressive advocacy plan: The state counselor association response to events in Missouri.Greensboro, NC: ERIC Clearinghouse on Counseling and Student Services. (ERIC Document Reproduction Service No. ED461790)
41.
TrustyJ., ThompsonB., & PetrocelliJ. (2004). Practical guide for reporting effect size in quantitative research in the Journal of Counseling & Development.Journal of Counseling & Development, 82, 107–110.
42.
WilkinsonA. D., & WagnerR. M. (1993). Supervisory leadership styles and state vocational rehabilitation counselor job satisfaction and productivity.Rehabilitation Counseling Bulletin, 37, 15–24.
