Date of Award

Summer 8-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Counseling & Human Services

Program/Concentration

Counseling

Committee Director

Jeff Moe

Committee Member

Corrin Gillis

Committee Member

Emily Goodman-Scott

Abstract

School Counselors are educators who are vital in supporting students’ educational development. School Counselors do this by delivering a comprehensive, developmentally appropriate, and prevention-oriented school counseling programs that provide direct, indirect, and responsive services to support students’ career, academic, and social/emotional development. School Counselors do this while often experiencing an expanded definition of their role within a school building. While research supports the benefits of comprehensive school counseling programs to schools and students, school counselors often face large student caseloads. As well, they are tasked with many non-school counseling duties, which hampers the delivery of a comprehensive school counseling program. Given this, the intended study analyzes school counselor perceived self-efficacy and burnout and their relationship to implementing a comprehensive school counseling program. Chapter 1 presents the rationale, an introduction to the constructs, and a definition of terms. Chapter 2 provides an overview of the literature and empirical research that describes comprehensive school counseling programs, perceived self-efficacy, and burnout among professional school counselors. Chapter 3 presents the quantitative survey research design study plan by describing the research questions, research design, and instruments used to frame this study. Chapter 4 reviews the results of the survey questionnaires. Chapter 5 summarizes the findings and discusses implications for the school counseling field and future research.

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DOI

10.25777/14bz-tg44

ISBN

9798293843602

ORCID

0009-0009-5415-3014

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