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Abstract

Work–family enrichment is defined as an individual’s experiences in one role being enhanced by their experiences in another role. Despite its theoretical and empirical significance in various fields, work–family enrichment has gained little attention in the school counseling literature. In contrast, interest has burgeoned in understanding burnout related to the school counselor role and in implementing comprehensive school counseling programs. This study aimed to provide a balanced perspective by investigating the roles of coping strategies and transformational leadership in facilitating school counselors’ work–family enrichment. Based on a national sample of 475 practicing school counselors, we tested a hierarchical regression model for the unique contribution of different coping strategies and transformational leadership to facilitating work–family enrichment, while controlling for race and sex. Our results supported a significant model that accounted for 15% of variance in school counselors’ work–family enrichment. Within the model, problem-focused coping and transformational leadership each uniquely contributed to school counselors’ work–family enrichment. We discuss implications to practice and potential future research directions.

Keywords

work–family enrichment problem-focused coping active-emotional coping avoidant coping transformational leadership

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Work–Family Enrichment Among School Counselors: The Roles of Coping and Transformational Leadership

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Keywords

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