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<p>School counselors’ burnout represents a multidimensional phenomenon within highly structured and often restrictive educational systems, where their roles are frequently misunderstood or misused. To understand the complex phenomenon, this study examined the developmental process model of burnout among school counselors, in which Negative Work Environment predicted Devaluing Clients through Deterioration in Personal Life, Exhaustion, and Incompetence. Using data from 345 professional school counselors across the United States, the present study supported a full serial mediation model and additional significant indirect paths, underscoring the critical role of organizational stressors in initiating intrapersonal burnout symptoms. These findings suggest burnout in school counselors unfolds progressively and cumulatively, beginning with systemic stressors that compromise counselors’ personal well-being and professional efficacy. The model culminates in Devaluing Clients, the final and most concerning stage, representing a point of ethical risk and potential disengagement from both clients and the counseling profession. The study highlights the importance of early identification and systemic intervention to prevent counselor impairment. Implications for school counselors, supervisors, and school administrators are discussed.</p>

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Understanding the Pathways of School Counselor Burnout: A Developmental Process Model

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月30日

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  • Donghun Lee,
  • GoEun Na,
  • Byeolbee Um,
  • Hansori Jang

摘要

School counselors’ burnout represents a multidimensional phenomenon within highly structured and often restrictive educational systems, where their roles are frequently misunderstood or misused. To understand the complex phenomenon, this study examined the developmental process model of burnout among school counselors, in which Negative Work Environment predicted Devaluing Clients through Deterioration in Personal Life, Exhaustion, and Incompetence. Using data from 345 professional school counselors across the United States, the present study supported a full serial mediation model and additional significant indirect paths, underscoring the critical role of organizational stressors in initiating intrapersonal burnout symptoms. These findings suggest burnout in school counselors unfolds progressively and cumulatively, beginning with systemic stressors that compromise counselors’ personal well-being and professional efficacy. The model culminates in Devaluing Clients, the final and most concerning stage, representing a point of ethical risk and potential disengagement from both clients and the counseling profession. The study highlights the importance of early identification and systemic intervention to prevent counselor impairment. Implications for school counselors, supervisors, and school administrators are discussed.