Predictive Relationships Between School Counselor Role Ambiguity, Role Diffusion, and Job Satisfaction

Predictive Relationships Between School Counselor Role Ambiguity, Role Diffusion, and Job Satisfaction by Daya M. Patton MEd, American Military University, 2012 MALS, East Tennessee State University, 2009 BA, Hampton University, 1998 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Human Services Walden University November 2018 Abstract Lack of clarity about professional roles and responsibilities of school counselors has resulted in role ambiguity and role diffusion among this group of professionals. Role ambiguity and role diffusion contribute to job dissatisfaction. The purpose of this quantitative correlational study was to examine whether role ambiguity and role diffusion predicted school counselor job satisfaction after controlling for years of experience as aLack of clarity about professional roles and responsibilities of school counselors has resulted in role ambiguity and role diffusion among this group of professionals. Role ambiguity and role diffusion contribute to job dissatisfaction. The purpose of this quantitative correlational study was to examine whether role ambiguity and role diffusion predicted school counselor job satisfaction after controlling for years of experience as a school counselor, and to examine whether role ambiguity, role diffusion, and job satisfaction differed for school counselors at the elementary, middle, and high school levels. The theoretical framework was role theory, which conceptualizes how job roles within organizations serve as boundaries between individuals and organizations. Survey data were collected from 86 school counselors at the elementary, middle, and high school levels. Results of linear regression analysis indicated that role ambiguity and role diffusion were significant predictors of job satisfaction after controlling for years of school counselor work experience. Results of discriminant analysis indicated no significant differences in school counselor role ambiguity, role diffusion, and job satisfaction based on school level. Findings may be used to advocate for aligning school counselors’ duties and responsibilities with the training and education they receive, which may enable school counselors to be more satisfied in their jobs. The social change implication is that school counselors who are satisfied with their jobs could more effectively serve the children, schools, and communities in which they are assigned. Predictive Relationships Between School Counselor Role Ambiguity, Role Diffusion, and Job Satisfaction by Daya M. Patton MEd, American Public University, 2012 MALS, East Tennessee State University, 2009 BA, Hampton University, 1998 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Human Services Walden University November 2018 Dedication I dedicate this to my daughters, Jordyn and Malaya, who have patiently watched and supported me throughout the doctoral process. I also dedicate this to my grandmother, Mary, who kept encouraging me to complete my doctoral degree no matter what challenges I faced. Acknowledgments I would like to thank everyone who helped contribute to the successful completion of my doctoral degree. A special thanks to my dissertation committee, Dr. Barbara Benoliel and Dr. Gregory Hickman. Dr. Benoliel, thank you for your kind words of encouragement throughout this process. Dr. Hickman, thank you for your rigorous classes that made me a better researcher and writer. A special acknowledgement of thanks to Dr. Sandra Harris. Dr. Harris, thank you for agreeing to be my dissertation chair and pushing me to keep going when sometimes I just wanted to quit. I also would like to thank the professors and staff in the Walden University Human Services Department for their support throughout my doctoral program.