Job Satisfaction of Elementary School Counselors: A New Look.

The purpose of this study was to investigate the current job satisfaction level of elementary school counselors in Virginia and compare the results with counselors surveyed in 1988 and 1995. A demographic data form and the Minnesota Satisfaction Questionnaire were completed by 301 counselors to measure their job satisfaction level. Results indicated that counselors surveyed in 2001 were satisfied with their jobs, however, overall job satisfaction decreased during the past decade. As the 21st century dawns, school counselors continue to occupy a crucial position in the lives of young people. Numerous challenges confront both school counselors and students as they endeavor to meet the demands of contemporary life (Cunningham & Sandhu, 2000; Gysbers, Lapan, & Blair, 1999; Herr, 2001). Elementary school counselors have long been one of the first lines of defense for students against the adverse effects of unhealthy, toxic environments. Much empirical research exists to support the positive affects that elementary school counselors have on students' academic and personal development (Borders & Drury, 1992; Lee, 1993; Miller, 1989; Paisley & Borders, 1995). Yet, as elementary school counselors strive to meet students' needs, their roles are often thwarted or seen as unessential (Hardesty & Dillard, 1994). School counselors are increasingly spending much of their time in non-counseling, administrative tasks (Bemak, 2000; Coll & Freeman, 1997; Hardesty & Dillard, 1994; Morse & Russell, 1988). Napierkowski and Parsons (1995) observed that counselors' roles have become more "quasi-administrative," with counselors performing gatekeeper and custodial work. The role statement of the American School Counselor Association (ASCA, 1999) recommends that counselors focus at least 70% of their rime on direct services to students with a maximum counselor-to-student ratio of 1:250. School counselors have always been agents of change and enter the profession because of their desire to help students (Ribak-Rosenthal, 1994). If they are unable to fulfill their primary role, frustration and job dissatisfaction may result. Elementary school counseling programs were originally based on research reflecting the adverse affects of unhealthy early childhood psychological development (Miller, 1989). However, elementary school counselors are not utilized in all states to promote the overall growth and development of students. In their study of the activities and functions of counselors across grade levels, Hardesty and Dillard (1994) found that elementary school counselors performed more consulting, counseling, and coordinating functions and fewer administrative-like functions compared to both middle and secondary school counselors. Because of this difference, Hardesty and Dillard indicated that elementary school counseling may be viewed as more expendable to school administrators and legislatures and more likely to be eliminated from school budgets during tight budget times. If state regulations do not ensure that their positions will be maintained or that their roles will be implemented according to prescribed national leadership statements, school counselors may be vulnerable to job stress and dissatisfaction. Job satisfaction contributes to how effectively individuals perform their jobs (Bacharach, Bamberger, & Mitchell, 1990; Schuler, Aldage, & Brief; 1977; Spector, 1997). Many studies indicate that job satisfaction influences the emotional and physical well-being of an individual (Ducharme & Martin, 2000; Olson & Dilley, 1988; Pugliesi, 1999). Conversely, job dissatisfaction is associated with stress and burnout (Kesler, 1990; Leiter & Meechan, 1986; Lobban, Husted, & Farewell, 1998; Martin & Schinke, 1998; Wolpin, Burke, & Greenglass, 1991). Decreased job satisfaction also has been associated with a number of potentially damaging personal and professional symptoms (Coil & Freeman, 1997; Hansen, 1967; Schuler, 1977; Van Sell, Brier, & Schuler, 1981). …