Burnout Experiences and Coping Strategies Among School Counselors: An Interpretative Phenomenological Analysis

Abstract

School counselors frequently experience high levels of stress due to excessive responsibilities, dual roles, job ambiguity, heavy caseloads, limited clinical supervision, and frequent exposure to students dealing with trauma. These occupational demands can be highly stressful and exhausting for school counselors, who are required to work under significant pressure. The aim of this research is to analyze the underlying structure of burnout experiences and to examine the coping strategies employed by school counselors. This research adopts a qualitative methodology with a phenomenological approach, utilizing in-depth interviews and documentation as data collection techniques. The findings reveal the foundational structure of burnout experiences, including the forms of burnout and the factors contributing to it. Additionally, eight themes emerged regarding the coping strategies used by school counselors: (1) understanding occupational risks, (2) engaging in enjoyable activities, (3) adopting religious approaches, (4) utilizing positive approaches, (5) employing personal coping styles, (6) understanding services and provisions, (7) fostering work understanding, and (8) seeking social support. This article provides several recommendations for addressing burnout among school counselors and offers insights for stakeholders to manage school environments that promote the psychological well-being of educational staff.