Do school counselors matter? Mattering as a moderator between job stress and job satisfaction.The relationships of perceived mattering to others, job-related stress, and job satisfaction were examined for 388 elementary, middle, and high school counselors A school counselor is a counselor and educator who works in schools, and have historically been referred to as "guidance counselors" or "educational counselors," although "Professional School Counselor" is now the preferred term. from across the United States United States, officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. . Participants completed the School Counselor Mattering Scale, the School Counselor Job-Stress Assessment, and several job satisfaction questions in order to assess perceptions of mattering to others at their schools and their job-related stress, and how these two constructs relate to school counselors' overall job satisfaction. Mattering to others at work and job-related stress accounted for 35% of the variance The discrepancy between what a party to a lawsuit alleges will be proved in pleadings and what the party actually proves at trial. In Zoning law, an official permit to use property in a manner that departs from the way in which other property in the same locality in job satisfaction for the total sample of school counselors; however, mattering did not moderate the relationship between job stress and job satisfaction. Results revealed that elementary school elementary school: see school. counselors experienced the greatest job satisfaction and the lowest levels of job-related stress, and high school counselors experienced the greatest job dissatisfaction and the greatest levels of job-related stress. Implications for school counselors' mattering and job satisfaction are considered. ********** Recently, the greater part of research in the area of school counseling has focused on the goal of providing accountable, intentional in·ten·tion·al adj. 1. Done deliberately; intended: an intentional slight. See Synonyms at voluntary. 2. Having to do with intention. , and developmental guidance to all students (Baker & Gerler, 2001). It is evident that for the better part of their work days, school counselors are expected to spend time promoting the emotional, social, and cognitive growth of students while offering both primary and secondary prevention strategies (Baker & Gerler). Further, the ASCA ASCA American School Counselor Association ASCA Australian Shepherd Club of America ASCA Arab Society of Certified Accountants ASCA American Swimming Coaches Association ASCA American Society of Consulting Arborists ASCA Association of State Correctional Administrators National Model[R] (American American, river, 30 mi (48 km) long, rising in N central Calif. in the Sierra Nevada and flowing SW into the Sacramento River at Sacramento. The discovery of gold at Sutter's Mill (see Sutter, John Augustus) along the river in 1848 led to the California gold rush of School Counselor Association, 2003) for school counseling programs suggests that school counselors be most concerned with the comprehensive needs of students (i.e., academic, career, and social/personal), and the ASCA role statement for school counselors recommends that counselors focus at least 70% of their time in direct service with students (ASCA, 1999). Despite school counselors' desires to help students, several studies have shown that school counselors' daily routines are not always consistent with the ASCA National Model and they are increasingly spending more time in noncounseling, administrative tasks (Bemak, 2000; Coll v. t. 1. To embrace. & Freeman Freeman can mean:
John Russell, 1st earl of Bedford, 1486?–1555, rose to military and diplomatic importance. , 1988). Coupled with inconsistent daily tasks are the ever-emerging expectations from parents, teachers, school systems, administrators, students, and other community-member stakeholders Stakeholders All parties that have an interest, financial or otherwise, in a firm-stockholders, creditors, bondholders, employees, customers, management, the community, and the government. . Given the rising demands placed upon school counselors (Cunningham & Sandhu Sandhu is the third most well known Jatt clan behind Narwal and Toor originally from the Northern Indian state of Punjab. It is considered to be one of the bravest and oldest Jatt tribes. , 2000; Gysbers, Lapan, & Blair Blair , Anthony Charles Lynton Known as "Tony" Born 1953. British lawyer, politician, and Labour Party leader who was elected prime minister in 1997. , 1999; Herr Herr n. pl. Her·ren Abbr. Hr. Used as a courtesy title in a German-speaking area, prefixed to the surname or professional title of a man. , 2001), school counselors are experiencing greater rates of job-related stress (McDaniel McDaniel may refer to: People:
Spector is a company that makes bass guitars. Founded in 1974 by self-taught luthier Stuart Spector, Spector's first few instruments were essentially crude , 1997); and job satisfaction, defined as the extent to which individuals are satisfied with their jobs and their daily career interactions (Cranny, Smith, & Stone, 1992). There is extensive support in the research literature for the relationship among employee effectiveness, job satisfaction, and job-related stress (Bacharach Bach´a`rach n. 1. A kind of wine made at This page or section lists people with the surname Bamberger. If an internal link for a specific person referred you to this page, you may wish to add the given name(s) to that wikilink. , & Mitchell Mitchell, city (1990 pop. 13,798), seat of Davison co., SE S.Dak.; inc. 1881. Mitchell is a trade, distribution, and shipping center for a dairy and livestock area. , 1990; Burke The name Burke (from Irish Gaelic de Burca, of Norman origin). In English the meaning of the name Burke is "fortified hill." See also Berkley. Places Australia
American tennis player who was the first to win the grand slam of U.S., British, French, and Australian women's championships (1953). Noun 1. & Myers Myers can refer to: People
Auld Lang Syne closing song of New Year’s Eve. [Music: Leach, 91] extreme unction (last rites) anointing at the hour of death, sacrament of Orthodox Church and Roman Catholic Church. , 1998; Martin & Schinke, 1998; Wolpin, Burke, & Greenglass, 1991). Due to the unique experience of elementary, middle, and high school counselors' work, the impact of decreased job satisfaction and higher levels of job-related stress is not only experienced by themselves, but also by the other individuals (i.e., students and teachers) they work with at their schools on a daily basis (Gade n. 1. (Zool.) A small British fish (Motella argenteola) of the Cod family. & Houdek, 1993). Their job satisfaction is integral to the continuous high-quality services they are expected to provide to the students, parents, and others who work with them (Brown, Hohenshil, & Brown, 1988; Spector, 1997). Specifically for school counselors, job-related stress is related to physical, psychological, and workplace variables such as role ambiguity Ambiguity Delphic oracle ultimate authority in ancient Greece; often speaks in ambiguous terms. [Gk. Hist.: Leach, 305] Iseult’s vow pledge to husband has double meaning. [Arth. (Cranny et al., 1992; Duffus Duffus is a village in Moray, Scotland, centred on a Mercat Cross. The Duffus Village Inn, along with the local shop, Post Office and Duffus Village Hall provide a focal point for the community. Nearby are the impressive remains of Duffus Castle. , 1998; McDaniel Cail, 1994); directly affects their levels of overall job satisfaction (DeMato & Curcio, 2004; Duffus; Morgan Morgan, American family of financiers and philanthropists. Junius Spencer Morgan, 1813–90, b. West Springfield, Mass., prospered at investment banking. , 1988); and may differ among elementary, middle, and high school counselors. However, it has been hypothesized that school counselors' reported stress levels are lower and job satisfaction is more readily achieved when they receive support both from within the organization and from outside resources (DeMato & Curcio). Because elementary, middle, and high school counselors' work experience is that of providing varying types of services to numerous groups of individuals (Gysbers et al., 1999), it is likely that school counselors will perceive that they matter differently to the different groups of individuals. The current researcher hypothesized that if school counselors perceive that they matter to the different groups of individuals they work with, their levels of job-related stress will be more manageable and the satisfaction with their work ultimately increased. Mattering to others is defined as individuals' personal, intrapersonal in·tra·per·son·al adj. Existing or occurring within the individual self or mind. in  tra·per perceptions that they are important to others and make a
difference in others' lives (Dixon Dixon, city (1990 pop. 15,144), seat of Lee co., N Ill., on the Rock River; founded 1830, inc. 1857. Corn and soybeans are grown, cattle are raised, and there is light manufacturing. Rayle, 2005; Dixon Rayle &
Myers, 2004; Pearlin & LeBlanc Leblanc is a French surname. It can refer to: Companies
American historian who was awarded a Pulitzer Prize for his biography of Harry Truman, Truman (1992). , 1981; Schlossberg The term Schlossberg ("castle hill" or "castle mountain" in German) may refer to:
1 City (1990 pop. 12,711), seat of Saline co., N central Mo.; inc. 1839. In a large farm area, it is a processing center for grain, eggs, meat, and dairy products. Marshall is the seat of Missouri Valley College. , 2001). Among the few existing studies of mattering, Connolly and Myers (2003) found that individuals in business who perceived they mattered more to others at their workplaces also reported higher levels of job satisfaction. A review of school counseling literature revealed that these important and related concepts--mattering, job-related stress, and job satisfaction--have not been studied together, nor have they been studied among elementary, middle, and high school counselors. No previous studies highlight the degree to which school counselors believe that they matter to the several groups of others they work with, and little recent research has focused on possible differences among elementary, middle, and high school counselors' perceptions of their job-related stress and overall job satisfaction. PURPOSE OF THE STUDY Based on the increased pressures that all levels of school counselors experience, the ambiguity that remains in the roles of school counselors (Duffus, 1998; Hardesty & Dillard, 1994; McDaniel Cail, 1994), the levels of reported stress and burnout Burnout Depletion of a tax shelter's benefits. In the context of mortgage backed securities it refers to the percentage of the pool that has prepaid their mortgage. (Heiden Hei·den , Eric Born 1958. American speed skater. He won all five speed-skating events at the 1980 Olympics, setting a world record in each. , 1989; McDaniel Cail), and the previously determined link between mattering to others in our workplaces and job satisfaction (Connolly & Myers, 2003), the present study was undertaken to address the paucity pau·ci·ty n. 1. Smallness of number; fewness. 2. Scarcity; dearth: a paucity of natural resources. in the literature regarding possible relationships among mattering to others, job-related stress, and job satisfaction for elementary, middle, and high school counselors across the United States. The following research questions were addressed in the study: 1. Do school counselors differ in their job-related stress, perceived mattering to others at work, and job satisfaction if they were teachers before they became counselors and if they are currently running a comprehensive competency-based guidance (CCBG CCBG Capital City Bank Group ) program? 2. What are the relationships of job-related stress, perceived mattering to others at work, and job satisfaction for elementary, middle, and high school counselors? 3. Do elementary, middle, and high school counselors differ significantly in their reported levels of job-related stress, mattering to others, and job satisfaction? 4. Do elementary, middle, and high school counselors differ significantly in their perceptions of mattering to students, parents, teachers, and administrators? 5. Does perceived mattering to others at work moderate the relationships between job-related stress and elementary, middle, and high school counselors' job satisfaction? METHOD Participants Participants in this study were initially contacted through state chapters of ASCA and school counseling e-mail list-serves. The final sample included 388 elementary, middle, and high school counselors representing more than 40 states in the United States. Of the total survey packets distributed (n = 450), 388 were completed and returned via mail or e-mail, yielding a response rate of 86.2%. The final sample included 85 males (21.9%) and 303 females (78.1%), whose years of school counseling experience ranged from 1 to 36 years, with a mean of 11.27 (SD = 8.74). Approximately 73% (72.45%, n = 213) of the respondents In the context of marketing research, a representative sample drawn from a larger population of people from whom information is collected and used to develop or confirm marketing strategy. were between ages 44 and 61 with the median age being 50. There were varying numbers of participants working in elementary (n = 133, 34.3%), middle (n = 99, 25.5%), and high (n = 156, 40.2%) schools. The elementary school counselor group included 25 (18.8%) males and 108 (81.2%) females, the middle school group included 18 (18.2%) males and 81 (81.2%) females, and the high school group included 42 (26.9%) males and 114 (73.1%) females. Over 92% (92.31%, n = 276) of counselors in the survey held master's degrees master's degree n. An academic degree conferred by a college or university upon those who complete at least one year of prescribed study beyond the bachelor's degree. Noun 1. with 1 participant holding a bachelor's bach·e·lor's n. A bachelor's degree. degree and 7 holding doctorate degrees. Two respondents did not indicate their degree status. A large proportion of the school counselors reported having been teachers before they were school counselors (n = 225, 58.0%); under one third reported being a licensed professional counselor Licensed Professional Counselor ("LPC") is a licensure for mental health professionals. The exact title varies by state. Licensed Professional Counselors are one of the six types of licensed mental health professionals who provide psychotherapy in the United States. in their respective states (n = 107, 27.6%); just over one half of participants reported being members of ASCA (n = 198, 51.0%); and 286 participants reported being members of their statewide ASCA chapter (73.7%). Additionally, 231 participants (59.5%) reported they were currently running a CCBG program based on the ASCA National Model (2003). Instruments A demographic questionnaire and two instruments were used to test the proposed research questions. Because no current instrumentation instrumentation, in music: see orchestra and orchestration. instrumentation In technology, the development and use of precise measuring, analysis, and control equipment. exists specific to the work that professional school counselors are doing, this researcher constructed two measures to investigate school counselors' perceived mattering to others at their schools and job-related stress, and adapted job satisfaction items based on previous research and the professional literature. The resulting instruments were evaluated by a panel of 24 experts in the field of school counseling consisting of employed school counselors and school counselor educators. Minor revisions were made to the instruments based on recommendations from the experts. The instruments included the School Counselor Mattering Survey (SCMS (Serial Copy Management System) A copy protection method used for recordable audio CDs that allows one copy of the original to be made. ), the School Counselor Job-Stress Assessment (SCJSA), and a demographic questionnaire that assessed a variety" of descriptors and included nine questions regarding school counselors' satisfaction levels at their current schools of employment. Demographic form. Participants completed a demographic data form that was used to gather specific information about the respondents including the following areas: age, gender, ethnicity ethnicity Vox populi Racial status–ie, African American, Asian, Caucasian, Hispanic , level of educational training, licenses and certifications, the state where they were working, teaching experience, level of school they currently worked in, percent of time employed as a school counselor, number of years employed, activities they took part in as a function of their school counseling position, and their membership in national and state professional school counseling organizations. School Counselor Mattering Survey. The SCMS is a seven-item questionnaire that assesses school counselors' perceived mattering to their students, their administrators, and the parents and teachers with whom they work. Items 1 through 5 offer participants the opportunity to respond to the particular item in relation to their perceptions of mattering to students, administrators, parents, and teachers. Participants respond on a 4-point Likert scale Likert scale A subjective scoring system that allows a person being surveyed to quantify likes and preferences on a 5-point scale, with 1 being the least important, relevant, interesting, most ho-hum, or other, and 5 being most excellent, yeehah important, etc ranging from 1 = "not at all" to 4 = "very much." For example, item 1 asks, "How important do you feel you are to the following persons in your school workplace?" Participants then can respond in each of the four areas: students, administrators, parents, and teachers. Items 6 and 7 allow participants to respond to how important they believe they are to their school's overall environment and to the professional school counseling profession. Again, participants responded based on the 4-point Likert scale. The SCMS total score is the mean of item responses, and higher scores reflect greater self-reported perceived mattering. In addition, the SCMS can yield subscale scores for each group of people that school counselors work with: students, administrators, parents, and teachers. In this instance, only the means of items 1 through 5 are considered, with higher overall scores in each group reflecting greater perceived mattering to those people. The SCMS was created for use in this study and resulted in a Cronbach's alpha Cronbach's  (alpha) has an important use as a measure of the reliability of a psychometric instrument. It was first named as alpha by Cronbach (1951), as he had intended to continue with further instruments. of .91 with the total sample of school counselors.
In addition, each of the four subscales yielded coefficient coefficient /co·ef·fi·cient/ (ko?ah-fish´int)1. an expression of the change or effect produced by variation in certain factors, or of the ratio between two different quantities. 2. alphas of .85 for students, .89 for administrators, .85 for parents, and .87 for teachers. The corresponding alpha coefficients for the total SCMS were .93 for the elementary school counselors, .90 for the middle school counselors, and .89 for the high school counselors, respectively. Overall, the internal consistency In statistics and research, internal consistency is a measure based on the correlations between different items on the same test (or the same subscale on a larger test). It measures whether several items that propose to measure the same general construct produce similar scores. was found to be relatively high with this sample. School Counselor Job-Stress Assessment. Results from past research indicate possible environmental and relational aspects of job-related stress. No current instruments exist that specifically assess the stress school counselors may be experiencing in their current careers. Therefore, the SCJSA was created for use with school counselors in tiffs study. The SCJSA consists of 18 items assessing environmental and relational aspects of job-related stress that are a result of being a school counselor in the 21st century. Responses to each item are based on a 5-point Likert response format including 0 = "never," 2 = "rarely," 3 = "sometimes," 4 = "often," and 5 = "very often." Items 8, 9, 10, and 14 are reversed scored, and the SCJSA total score is the mean of item responses. Sample items include "As a school counselor, I feel I have too much work to do and/or too many unreasonable deadlines" and "My career as a school counselor causes stress in my life and affects my quality of life." The SCJSA resulted in a Cronbach's alpha of .93 with the total sample of school counselors. Additional corresponding alpha coefficients for the total SCJSA were .90 for the elementary school counselors, .91 for the middle school counselors, and .93 for the high school counselors, respectively. School counselor job satisfaction. The items assessing school counselors' satisfaction with their work were generated from a review of past research utilizing job satisfaction measures. Nine items on the demographic questionnaire measured the current participants' job satisfaction. Three of these items were reverse scored. Participants responded on a 4-point Likert scale ranging from 1 = "not at all" to 4 = "very much," and the total job satisfaction score was reached by computing computing - computer the mean of item responses. Sample items included "Are you currently satisfied with your working relationships with students at the school where you are a school counselor?" "I have a great deal of control over conditions affecting the work I do," and "I gain little satisfaction from my work." The Cronbach's alpha for the job satisfaction items was .86 for the total sample. Additional corresponding alpha coefficients were .93 for the elementary school counselors, .89 for the middle school counselors, and .89 for the high school counselors, respectively. Procedure A four-step procedure was used in the survey process. This included a mass e-mail of a pre-letter that briefly described the study and asked prospective respondents if they were interested in participating in the study. A survey packet, which included a cover letter, the demographic questionnaire, and the two survey instruments, was mailed to those who agreed to participate. A follow-up follow-up, n the process of monitoring the progress of a patient after a period of active treatment. follow-up subsequent. follow-up plan e-mail reminder was sent 2 weeks later. Materials were coded as they were received from participants and all responses were kept confidential. RESULTS In order to investigate the first exploratory research Exploratory research is a type of research conducted because a problem has not been clearly defined. Exploratory research helps determine the best research design, data collection method and selection of subjects. question, independent samples t tests were conducted to compare job stress, mattering to others at work, and job satisfaction for school counselors who had been teachers before they became counselors and for school counselors currently running CCBG programs versus those who are not. No significant differences were found in job stress and mattering to others for school counselors who had taught prior to becoming counselors. However, there were significant differences on overall job satisfaction for those school counselors who had been teachers (M= 3.40, SD = .63) versus those who had not been teachers prior to becoming school counselors (M = 4.20, SD = .62; t[386] = 2.81, p < .01). Those school counselors who were not teachers before becoming school counselors reported significantly greater satisfaction with their current jobs. For those school counselors running CCBG programs, there were no significant differences in job stress when compared to counselors not running CCBG programs. However, differences were found for mattering to others and job satisfaction. School counselors currently running CCBG programs reported greater perceptions of mattering to others (M = 3.32, SD = .43) than those who were not running CCBG programs (M = 3.14, SD = .46; t[386] = -3.88, p = .00). Also, school counselors currently running CCBG programs reported significantly greater job satisfaction (M = 4.17, SD = .64) than those who were not running CCBG programs (M = 3.93, SD = .61; t[386] = -3.60, p = .00). The second research question involved the relationships among job satisfaction, job-related stress, and perceived mattering to others at work. These relationships were explored using Pearson product-moment correlations coefficients. Results indicated that the directions of the relationships among the constructs occurred as hypothesized. For the total sample of school counselors, job satisfaction was moderately related to mattering to others at work (r = .44, p < .001) and to job-related stress (r = -.41, p < .001). In addition, mattering to others was related to job-related stress (r = -.54, p < .001). For elementary school counselors, job satisfaction was related to mattering to others at work (r = .30, p < .001) and to job-related stress (r = -.30, p < .001); mattering to others also was related to job-related stress (r = -.51, p < .001). For the middle school counselors, job satisfaction was related to mattering to others at work (r = .52, p < .001) and to job-related stress (r = -.60, p < .001); mattering to others was related to job-related stress (r = -.41, p < .001). Finally for the high school counselors, job satisfaction was related to mattering to others at work (r = .52, p < .001) and to job-related stress (r = -.70, p < .001). In addition, mattering to others was related to job-related stress (r = -.33, p < .001). Full correlational data and tables are available from the author upon request. Fisher's z tests were conducted to test for differences in the strength of the corresponding correlations for the different levels of school counselors. No significant differences were found between the correlations for elementary and middle school counselors for job satisfaction and mattering or for job-related stress and mattering. However, Fisher's z-test results indicated that the relationship between job satisfaction and job-related stress (z = -2.24, p < .05) was significantly different for elementary and middle school counselors; stress explains significantly more of the variance in job satisfaction for middle school counselors. Further, no significant differences were found between the strength of correlations for elementary and high school counselors for job satisfaction and mattering or for job-related stress and mattering. However, Fisher's z-test results indicated that the relationship between job satisfaction and job-related stress (z = -3.36, p < .05) was significantly different for elementary and high school counselors; stress explains significantly more of the variance in job satisfaction for high school counselors. Finally, Fisher's z-test results indicated no significant differences among the study variables for the middle and high school counselors. The third research question focused on an exploration of whether elementary, middle, and high school counselors differed in their reported levels of job-related stress, mattering to others, and job satisfaction. A multivariate analysis multivariate analysis, n a statistical approach used to evaluate multiple variables. multivariate analysis, n a set of techniques used when variation in several variables has to be studied simultaneously. of variance (MANOVA MANOVA Multivariate Analysis of the Variance ) was conducted to investigate whether there were significant differences among the levels of school counselors on each of the study variables. Multivariate The use of multiple variables in a forecasting model. differences were found for job-related stress, Wilks' lambda F(2,385) = 4.75, p < .01, partial eta squared = 02; for mattering to others, Wilks' lambda F (2, 385) = 3.14, p < .05, partial eta squared = 02; and for job satisfaction, Wilks' lambda F (2,385) = 2.73, p < .01, partial eta squared = 01 (see Table 1 for MANOVA data). However, the effect sizes should be considered small according to according to prep. 1. As stated or indicated by; on the authority of: according to historians. 2. In keeping with: according to instructions. 3. Cohen cohen or kohen (Hebrew: “priest”) Jewish priest descended from Zadok (a descendant of Aaron), priest at the First Temple of Jerusalem. The biblical priesthood was hereditary and male. , Cohen, West, and Aiken (2003). With further inspection of the mean scores, elementary school counselors reported the greatest level of overall job satisfaction (M = 4.15, SD = .69), followed by middle school (M = 4.09, SD = .57) and high school (M = 3.98, SD = .62) counselors. Middle school counselors reported the greatest levels of mattering to others at work (M = 3.30, SD = .44), followed by elementary school (M = 3.13, SD = .48) and high school (M = 3.08, SD = .41) counselors. High school counselors reported the highest levels of job-related stress (M = 1.65, SD = .72), followed by middle school (M= 1.54, SD = .62) and elementary school (M = 1.41, SD = .53) counselors. The fourth research question allowed for further exploration of the variable of mattering to others. A one-way MANOVA was used to investigate differences among elementary, middle, and high school counselors in their perceptions of mattering to students, parents, teachers, and administrators. Specifically, four dependent variables were used: mattering to students, mattering to parents, mattering to teachers, and mattering to administrators. There were multivariate differences found among the levels of school counselors in mattering to teachers, Wilks' lambda F (2, 385) = 6.03, p = .003, partial eta squared = .03; and in mattering to administrators, F (2, 385) = 10.83, p = .00, partial eta squared = .05. No significant differences were found among the varying levels of school counselors on their perceptions of mattering to students or mattering to parents. Inspection of the mean scores indicated that middle school counselors reported the highest levels of mattering to teachers (M = 3.64, SD = .57), followed by elementary school (M = 3.23, SD = .70) and then high school (M = 3.02, SD = .56) counselors. Elementary school counselors reported the highest levels of mattering to administrators (M = 3.54, SD = .61), followed by middle school (M = 3.40, SD = .75) and high school (M = 3.12, SD = .64) counselors. The final research question focused on whether mattering to others at work would act as a moderator moderator - A person, or small group of people, who manages a moderated mailing list or Usenet newsgroup. Moderators are responsible for determining which email submissions are passed on to the list or newsgroup. between job-related stress and job satisfaction. Results of the regression regression, in psychology: see defense mechanism. regression In statistics, a process for determining a line or curve that best represents the general trend of a data set. analyses exploring the question of whether perceived mattering moderates the relationship between job-related stress and job satisfaction are displayed in Table 2. A moderator variable A moderator variable is, in general terms, a qualitative (e.g., sex, race, class) or quantitative (e.g., level of reward) variable that affects the direction and/or strength of the relation between dependent and independent variables. is a variable that alters the direction or strength of the relationship between a predictor (i.e., job-related stress) and an outcome (i.e., job satisfaction) (Frazier, Tix, & Barron, 2004). It was hypothesized that mattering to others at work would moderate or reduce the strength of the effect of job stress on job satisfaction. Before these analyses were run, the mattering and job-stress variables were standardized standardized pertaining to data that have been submitted to standardization procedures. standardized morbidity rate see morbidity rate. standardized mortality rate see mortality rate. and then entered into a six-step regression equation Regression equation An equation that describes the average relationship between a dependent variable and a set of explanatory variables. . In Step 1, mattering was entered to test for main effects; in Step 2, job-related stress was entered; in Step 3, the new dummy-coded level of school counselors variable was entered; in Step 4, the mattering/job stress interaction term was entered; in Step 5, the dummy-coded levels of school counselors/mattering interaction terms were entered; and in Step 6, the dummy-coded levels of school counselors/stress interaction terms were added. Steps 1 and 2 of the moderation equation showed significant main effects for the relationship between mattering and job satisfaction and between job-related stress and job satisfaction. In Step 2, mattering became a better predictor of job satisfaction because of its relationship with job-related stress. Together, mattering to others at work and job-related stress accounted for 35% of the variance in school counselors' overall job satisfaction, F (2, 385) = 103.85, p = .001, partial eta squared = .62 (see Table 1 for regression data). However, no interaction effects were found in Steps 3 through 6 for elementary, middle, and high school counselors. The regression results indicate that mattering and job-related stress are important in predicting school counselors' overall job satisfaction; however, the relationship between job-related stress and job satisfaction does not change as a function of perceived mattering to others (Cohen et al., 2003). DISCUSSION Past research has lent evidence to the theories that job stress is related to greater job dissatisfaction (Heiden, 1989; Spector, 1997) and that mattering to others is related to greater job satisfaction (Connolly & Myers, 2003); however, no prior studies had examined these variables in relation to school counselors' work experiences. This study examined the relationships of mattering to others at work, job-related stress, and school counselors' job satisfaction using a nonrepresentative sample of 388 school counselors from across the United States. In addition, this study incorporated several exploratory questions that have not previously been investigated with school counselors. Results indicated significant differences and agreements in the self-reported experiences of job satisfaction, mattering to others, and job-related stress for elementary, middle, and high school counselors. As hypothesized, job-related stress, mattering to others, and job satisfaction were significantly related for all school counselors. Those school counselors who perceived they mattered more to others at work reported greater levels of job satisfaction and lower levels of" job-related stress. Past research has indicated that people who perceive that they matter to others at work will have increased job satisfaction (Connolly & Myers). It seems logical that school counselors who believe that they matter to significant groups of people they work with will feel a greater sense of job satisfaction in their daily work lives, and ultimately their job-related stress may be mediated me·di·ate v. me·di·at·ed, me·di·at·ing, me·di·ates v.tr. 1. To resolve or settle (differences) by working with all the conflicting parties: by their beliefs that they matter. Overall, mattering to others and job-related stress accounted for 35% of the variance in job satisfaction for the total sample of school counselors; however, mattering to others was not found to moderate, or change, the relationship between job stress and job satisfaction. As reported in past literature, lower levels of job-related stress are directly related to employees' efficiency at work and their levels of satisfaction in their work (Connolly & Myers, 2003; Heiden, 1989). The current study found similar results. It appears that it is important for school counselors to perceive that they are important and that they are making a difference to their students, teachers, parents, and administrators. These findings reinforce research that has shown that mattering to others is integral to individuals' well-being and their sense of purpose and satisfaction at work (Connolly & Myers; Dixon Rayle, 2005; Marshall, 2001). These mattering and job related stress factors may combine to foster greater efficacy, autonomy, and satisfaction at work among working school counselors. However, it was hypothesized that mattering to others at work would actually moderate the relationship between school counselors' job stress and job satisfaction. Thus, it was expected that if school counselors perceived they mattered to others at work, they would experience the relationship of job stress and job satisfaction differently. This hypothesis was not supported in the current findings, suggesting that although both mattering and job stress work together to act as predictors of school counselors' levels of job satisfaction, mattering to others at work does not directly change the strength of this relationship. In addition, exploratory analyses in this study indicated that school counselors who had been teachers before they became counselors reported greater job dissatisfaction and that school counselors running CCBG programs reported greater levels of mattering and job satisfaction. These data provide interesting results for consideration. Numerous school counseling districts across the United States are currently requiring school counselors to have been teachers before they become school counselors (National Center for Education Statistics The National Center for Education Statistics (NCES), as part of the U.S. Department of Education's Institute of Education Sciences (IES), collects, analyzes, and publishes statistics on education and public school district finance information in the United States; conducts studies , 2003); however, the results of the current study illustrate that despite the experience past teachers may have had in the school environment, past teaching experience does not necessarily contribute to school counselors' current levels of job satisfaction. In addition, the ASCA National Model purports a framework for school counseling programs that increases school counselors' visibility and accountability, and ASCA is promoting the implementation of CCBG programs across the nation (ASCA, 2003). Interestingly, the school counselors in this study offer support for the ASCA National Model as a worthwhile framework for what they do. School counselors implementing CCBG programs reported that they believed they were making more of a difference to others in their schools (mattering) and that they were more satisfied with their careers. Further, exploratory analyses indicated that elementary school counselors are the most satisfied in their jobs and report experiencing the lowest amounts of job-related stress. These findings offer additional information about the job satisfaction and job-related stress research among elementary school counselors (Hardesty & Dillard, 1994). Previous research has indicated that different levels of school counselors did not experience stress differently and that elementary school counselors were not more or less satisfied with their jobs when compared to middle and high school counselors (Coil & Freeman, 1997; Duffus, 1998; Hardesty & Dillard, 1994). However, the current findings are congruent con·gru·ent adj. 1. Corresponding; congruous. 2. Mathematics a. Coinciding exactly when superimposed: congruent triangles. b. with past research that indicates that elementary school counselors are spending at least three-fourths of their time in counseling-related activities with students (ASCA, 2003; Paisley Paisley (pāz`lē), town (1991 pop. 84,330), Renfrewshire, W Scotland, on the White Cart Water, a stream. It has a thriving textile industry and is an extremely large producer of thread. & Borders, 1998), something that middle and high school counselors consistently long for, which may lead to their greater job satisfaction. In addition, these findings extend ideas documented in the literature concerning the crucial differences that elementary school counselors perceive they are making in their daily work lives (Borders & Drury, 1992; Lee, 1993; Paisley & Borders). Contrary to the findings with elementary school counselors, the current results for high school counselors were quite different. High school counselors reported the lowest overall job satisfaction, the lowest levels of perceived mattering to others at work, and the highest levels of job-related stress. These findings may indicate the amount of pressure and stress (Baker & Gerler, 2001), the numerous expectations, and the continued role ambiguity that high school counselors are experiencing daily (Davis, 2005). As evidenced in the literature, high school counselors may actually spend less time with students and most of their time with administrative work such as high levels of paperwork (ASCA, 2003) and may have greater levels of role ambiguity and stress than other school counselors (Davis). Because it may be that the differences in elementary and high school counselors' work stress and satisfaction are similar with other school counselors in the United States, the current findings concerning elementary and high school counselors' significant differences in mattering to others, job-related stress, and job satisfaction should be further explored in future research endeavors. Although no previous research has highlighted school counselors' perceptions of mattering to others at their schools, exploratory results with the school counselors in this study indicated that middle school counselors perceive that they matter the most to others at work, followed by elementary school counselors. This may be indicative of the roles that middle school counselors play in their daily work; they tend to have opportunities to interact with the multiple groups of others within their work environments and may experience a greater sense of importance to those they work with and for (Duffus, 1998). Although the middle school counselors perceived they mattered most to others, they reported lower levels of job satisfaction and higher levels of job-related stress than their elementary school counselor counterparts. Future research should further delineate the differences in job-related stress and job satisfaction among all levels of school counselors. Finally, this study assessed school counselors' unique experience of mattering to others at work by assessing their actual perceptions of mattering to four different groups of "others" at their schools: students, teachers, parents, and administrators. Findings for the total sample revealed that these school counselors perceived that they mattered the most to their students and mattered the least to the teachers with whom they worked. These results were expected because school counselors' services are for the most part in direct service to their students (ASCA, 2003; Baker & Gerler, 2001); they are spending the most amount of time with students and their programs and goals are geared toward meeting the academic, social/personal, and career needs of their students first and foremost (Bemak, 2000; Davis, 2005). Possibly more surprising is the result that these school counselors perceived that they mattered the least to the teachers with whom they worked. This finding has direct implications for the working relationships between school counselors and teachers and how school counselors perceive themselves through the eyes of the teachers with whom they work. If school counselors do not perceive that they matter to the teachers in their schools, the collaboration Working together on a project. See collaborative software. suggested by the ASCA National Model may be suffering--school counselors may perceive that they and their school counseling programs are not supported by the teachers and thus the historical chasm between the two groups may remain. Future research should further explore the complex relationship between teachers and school counselors from both groups' perspectives. More specifically, when the elementary, middle, and high school counselors in this study were compared in their perceptions of mattering to students, teachers, parents, and administrators in their schools, the three levels of school counselors reported no differences in their perceptions of mattering to their students or to parents. In other words Adv. 1. in other words - otherwise stated; "in other words, we are broke" put differently , analyses revealed that elementary, middle, and high school counselors in this study may perceive that they matter to students and parents in similar degrees. Mattering to students and parents does not appear to differ among the levels of school counselors. However, there were significant differences in the three groups' reported levels of mattering to teachers and to parents. Elementary school counselors perceived that they mattered significantly more to teachers and parents than did their middle school and high school colleagues. In fact, the elementary school counselors actually perceived that they mattered the most to the parent group, even more so than the students with whom they worked. These findings may be a direct result of the elementary school counselors' roles during their workdays (ASCA, 1999; Bemak, 2000). It is likely that elementary school counselors are the sole counselor at respective schools, thus leading to increased opportunities for working more closely with teachers and parents on a regular basis (ASCA; Miller, 1989). In addition, it is natural for the parents of younger students to be more involved with school professionals on a more regular basis, leading to more involvement with their students' elementary school counselor. Therefore, it is not surprising that middle and high school counselors do not experience mattering to teachers and parents in the same manner as elementary school counselors. Future research could further delineate the unique mattering experiences of the differing levels of school counselors to the different groups of individuals with whom they work. The results of this study suggest that mattering to others and job-related stress are interrelated in·ter·re·late tr. & intr.v. in·ter·re·lat·ed, in·ter·re·lat·ing, in·ter·re·lates To place in or come into mutual relationship. in and may function together to predict school counselors' job satisfaction. It is important to reemphasize that high school counselors in this sample perceived they mattered less than did the other two levels of school counselors, and they have greater levels of job-related stress and lower levels of job satisfaction. We are left with critical questions for future research with high school counselors: How are high school counselors' work lives affecting their personal well-being, and how is their lower job satisfaction affecting the groups of individuals (i.e., students and teachers) they work with and the programs they are responsible for? Limitations Although this study yields important information about the influences of perceived mattering to others, job-related stress, and job satisfaction in the lives of a sample of school counselors, there are limitations that should be mentioned. First, the theoretical propositions of perceived mattering to others and school counselors' job satisfaction as utilized in this study require further testing. In addition, respondents were solicited for voluntary participation through the state chapters of ASCA. Those people who choose to volunteer in research studies may have biased opinions and experiences they wish to voice--whether these are positive or negative. Also, previous studies have illustrated that individuals who are members of their professional organizations may experience more positive job satisfaction (Levinson, Fetchkan, & Hohenshil, 1988). Further, generalizing the current results to other elementary, middle, and/or high school counselors across the United States should be done so with caution. Future research should reinvestigate the study variables with additional representative samples of employed school counselors, and for additional subsamples of elementary, middle, and high school counselors, in order to further define the relationships and predictive components of job-related stress, mattering to others, and job satisfaction. Finally, the measures used were created specifically for this study, and although they were based in theory and evaluated by school counseling experts, future studies could further define the reliability and validity of these self-report measures. Conclusions School counseling in the 21st century is a more specialized spe·cial·ize v. spe·cial·ized, spe·cial·iz·ing, spe·cial·iz·es v.intr. 1. To pursue a special activity, occupation, or field of study. 2. and demanding profession than ever before. The ever-changing social and cultural climates in the United States consistently present school counselors with new goals, tasks, and challenges. However, this is also an exciting time in the evolvement of the school counseling profession with the creation of the ASCA National Model and the profession's movement to specifically define and advocate for the role of the school counselor today. Results of this study indicate that mattering to specific others at work and managing job-related stress levels likely influence how school counselors deliver effective services to students, teachers, parents, and administrators and, ultimately, their job satisfaction. Because job-related stress levels are high among school counselors, one important consideration for future research might include investigating specific reasons behind the reported stress levels such as non-school-counseling duties and the increasing expectations for serving diverse student populations with growing needs. With the ever-growing number of assignments and non-school-counseling duties assigned as·sign tr.v. as·signed, as·sign·ing, as·signs 1. To set apart for a particular purpose; designate: assigned a day for the inspection. 2. to school counselors, they may be increasingly susceptible to higher levels of job-related stress and greater overall job dissatisfaction when they are unable to meet others' expectations or provide effective services to their students. Specifically, because high school counselors reported the highest levels of stress and the lowest levels of job satisfaction, future research might focus on changes in activities, assignments, and policies at the high school level. A final thought for all school counselors: The ASCA National Standards personal/social domain calls for school counselors to facilitate students' exploration of their self-image self-image n. The conception that one has of oneself, including an assessment of qualities and personal worth. and identity development; however, in order to effectively promote students' personal development, it only seems logical that school counselors begin with themselves. School counselors who are able to understand and manage their own personal experiences of mattering to others, stress, and job satisfaction are likely more healthy and advantageous role models and helpers for students. It is evident that satisfied school counselors are more effective school counselors who work for the beneficence beneficence (b  ·neˑ·fi·s of all
those in their schools who matter to them.References American School Counselor Association. (1999). Role statement: The school counselor. Alexandria, VA: Author. American School Counselor Association. (2003). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author. Bacharach, S. B., Bamberger, P., & Mitchell, S. (1990). Work design, role conflict, and role ambiguity: The case of elementary and secondary schools. Education Evaluation and Policy, 12, 415-432. Baker, S. B., & Gerler, E. R. (2001). Counseling in the schools. In D. C. Locke. J. E. Myers, & E. H. Herr (Eds.), The handbook
This article is about reference works. For the subnotebook computer, see .
Bemak, R (2000).Transforming the role of the counselor to provide leadership in educational reform through collaboration. Professional School Counseling, 3, 323-331. Borders, L. D., & Drury, S. M. (1992). Comprehensive school counseling programs: A review for policymakers and practitioners. Journal of Counseling and Development, 70, 487-498. Brown, M. B., HohenshiI, T. H., & Brown, D.T. (1988). Job satisfaction of school psychologists This list includes notable psychologists and contributors to psychology, some of whom may not have thought of themselves primarily as psychologists but are included here because of their important contributions to the discipline. in the United States. School Psychology International, 19, 79-89. Burke, R. J. (1988).Type A behavior type A behavior n. A behavior pattern characterized by tenseness, impatience, and aggressiveness, often resulting in stress-related symptoms such as insomnia and indigestion and possibly increasing the risk of heart disease. , occupational stress and life demands, satisfaction, and well-being. Psychological Reports, 63, 451-458. Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences behavioral sciences, n.pl those sciences devoted to the study of human and animal behavior. (3rd ed.). Mahwah:, N J: Erlbaum. Coll, K. M., & Freeman, B. (1997). Role conflict among elementary school counselors: A national comparison with middle and secondary school counselors. Elementary School Guidance and Counseling guidance and counseling, concept that institutions, especially schools, should promote the efficient and happy lives of individuals by helping them adjust to social realities. , 31, 251-261. Connolly, K. M., & Myers, J. E. (2003). Wellness and mattering: The role of holistic Holistic A practice of medicine that focuses on the whole patient, and addresses the social, emotional, and spiritual needs of a patient as well as their physical treatment. Mentioned in: Aromatherapy, Stress Reduction, Traditional Chinese Medicine factors in job satisfaction. Journal of Employment Counseling, 40, 152-159. Cranny, C. J., Smith, R C., & Stone, E. F. (1992). Job satisfaction: How people feel about their jobs and how it affects their performance. New York New York, state, United States New York, Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : Lexington Books. Cunningham, J. J., & Sandhu, D. S. (2000). A comprehensive approach to school-community violence prevention. Professional School Counseling, 4, 126-133. Davis, T. (2005). Exploring school counseling: Professional practice and perspectives. New York: Houghton Mifflin Houghton Mifflin Company is a leading educational publisher in the United States. The company's headquarters is located in Boston's Back Bay. It publishes textbooks, instructional technology materials, assessments, reference works, and fiction and non-fiction for both young readers Company. DeMato, D. S., & Curcio, C. C. (2004). Job satisfaction of elementary school counselors: A new look. Professional School Counseling, 7, 236-245. Dixon Rayle, A. (2005). Adolescent ad·o·les·cent adj. Of, relating to, or undergoing adolescence. n. A young person who has undergone puberty but who has not reached full maturity; a teenager. gender differences in mattering and wellness. Journal of Adolescence adolescence, time of life from onset of puberty to full adulthood. The exact period of adolescence, which varies from person to person, falls approximately between the ages 12 and 20 and encompasses both physiological and psychological changes. , 28, 753-763. Dixon Rayle, A., & Myers, J. E. (2004). Wellness in adolescence: The roles of ethnic identity, acculturation acculturation, culture changes resulting from contact among various societies over time. Contact may have distinct results, such as the borrowing of certain traits by one culture from another, or the relative fusion of separate cultures. , and mattering. Professional School Counseling, 8, 81-90. Duffus, E. A. (1998). Role ambiguity, role conflict, and job satisfaction of school counselors in an urban school district. Dissertation dis·ser·ta·tion n. A lengthy, formal treatise, especially one written by a candidate for the doctoral degree at a university; a thesis. dissertation Noun 1. Abstracts International, 58 (9-B), 5104. (UMI UMI University Microfilms International UMI United States Minor Outlying Islands (ISO Country code) UMI University of Miami UMI Universal Management Infrastructure (IBM) No. AAM n. 1. A Dutch and German measure of liquids, varying in different cities, being at Amsterdam about 41 wine gallons, at Antwerp 36½, at Hamburg 38¼. 9809907) Frazier, P. A., Tix, A. P., & Barron, K. E. (2004).Testing moderator and mediator mediator n. a person who conducts mediation. A mediator is usually a lawyer, or retired judge, but can be a non-attorney specialist in the subject matter (like child custody) who tries to bring people and their disputes to early resolution through a conference. effects in counseling psychology Counseling psychology as a psychological specialty facilitates personal and interpersonal functioning across the life span with a focus on emotional, social, vocational, educational, health-related, developmental, and organizational concerns. research. Journal of Counseling Psychology, 51, 115-134. Gade, E. M., & Houdek, B. (1993). Job satisfaction and functions of counselors in split school assignments. The School Counselor, 41, 86-89. Gysbers, N. C., Lapan, R.T., & Blair, M. (1999). Closing in on the statewide implementation of a comprehensive guidance program model. Professional School Counseling, 2, 357-366. Hardesty, R H., & Dillard, J. M. (1994). The role of elementary school counselors compared with their middle and secondary school counterparts. Elementary School Guidance and Counseling, 29, 83-91. Heiden, J. M. (1989). Occupational stress and activities of the school counselor. Dissertation Abstracts International, 49 (8-A), 2112. Herr, E. L. (2001).The impact of national policies, economics, and school reform on comprehensive guidance programs. Professional School Counseling, 4, 236-245. Kesler, K. D. (1990). Burnout: A multimodal Two or more modes of operation. The term is used to refer to a myriad of functions and conditions in which two or more different methods, processes or forms of delivery are used. On the Web, it refers to asking for something one way and receiving the answer another; for example requesting approach to assessment and resolution. Elementary School Guidance and Counseling, 24, 303-311. Lee, R. S. (1993). Effects of classroom guidance on student achievement. Elementary School Guidance and Counseling, 27, 163-171. Leiter, M. P., & Meechan, K. A. (1986). Role structure and burnout in the field of human services. Journal of Applied Behavior Science, 22, 47-52. Levinson, E. M., Fetchkan, R., & Hohenshil, T. H. (1988). Job satisfaction among practicing school psychologists revisited. School Psychology Review, 17, 101-112. Lobban, R. K., Husted, J., & Farewell, V.T. (1998). A comparison of the effect of job demand, decision latitude latitude, angular distance of any point on the surface of the earth north or south of the equator. The equator is latitude 0°, and the North Pole and South Pole are latitudes 90°N and 90°S, respectively. , role and supervisory style on self-reported job satisfaction. Work and Stress, 12, 337-350. Marshall, S. K. (2001). Do I matter? Construct validation See validate. validation - The stage in the software life-cycle at the end of the development process where software is evaluated to ensure that it complies with the requirements. of adolescents' perceived mattering to parents and friends. Journal of Adolescence, 24, 473-490. Martin, U., & Schinke, S. P. (1998). Organizational and individual factors influencing job satisfaction and burnout of mental health workers. Social Work in Health Care, 28, 51-62. McDaniel Call, M. (1994).The relationship between personality constructs and emotional stress in school counselors. Dissertation Abstracts International, 54 (9-A), 3326. Miller, G. D. (1989). What roles and functions do elementary school counselors have? Elementary School Guidance and Counseling, 24, 77-88. Morgan, G. B. E. (1988).The nature and sources of job satisfaction among school counselors in the American School Counselor Association. Dissertation Abstracts International, 49 (4-A), 734. Morse, C. L., & Russell, T. (1988). Now elementary counselors see their roles: An empirical study. Elementary School Guidance and Counseling, 23, 54-62. National Center for Education Statistics. (2003). School guidance counseling: Executive summary. Retrieved March 15, 2005, from http://nces.ed.gov/surveys/frss/ publications/2003015/ Olson, M.J., & Dilley, J. S. (1988). A new look at stress and the school counselor. The School Counselor, 35, 194-198. Paisley, P. O., & Borders, L. D. (1995). School counseling: An evolving specialty. Journal of Counseling and Development, 74, 150-153. Pearlin, L. I., & LeBlanc, A. J. (2001). Bereavement Bereavement Definition Bereavement refers to the period of mourning and grief following the death of a beloved person or animal. The English word bereavement and the loss of mattering. In T. J. Owens, S. Stryker, & N. Goodman Goodman was a polite term of address, used where Mister (Mr.) would be used today. Compare Goodwife. Goodman refers to:
Sense of personal worth and ability that is fundamental to an individual's identity. Family relationships during childhood are believed to play a crucial role in its development. theory and research: Sociological and psychological currents (pp. 285-300). New York: Cambridge University Press Cambridge University Press (known colloquially as CUP) is a publisher given a Royal Charter by Henry VIII in 1534, and one of the two privileged presses (the other being Oxford University Press). . Rosenberg, M., & McCullough, B. C. (1981). Mattering: Inferred significance and mental health among adolescents. Research in Community Mental Health, 2, 163-182. Schlossberg, N. K. (1989). Marginality and mattering: Key issues in building community. New Directions for Student Services, 48, 5-15. Schuler, R. S., Aldage, R. J., & Brief, A. P. (1977). Role conflict and ambiguity: A scale analysis. Organizational Behavior and Human Performance, 20, 111-128. Spector, P. E. (1997). Job satisfaction. Thousand Oaks, CA: Sage. Sullivan, S. E., & Bhagat, R. S. (1992). Organizational stress, job satisfaction and job performance: Where do we go from here? Journal of Management, 18, 353-374. Taylor, J. R., & Turner, R. J. (2001). A longitudinal study longitudinal study a chronological study in epidemiology which attempts to establish a relationship between an antecedent cause and a subsequent effect. See also cohort study. of the role and significance of mattering to others for depressive de·pres·sive adj. 1. Tending to depress or lower. 2. Depressing; gloomy. 3. Of or relating to psychological depression. n. A person suffering from psychological depression. symptoms. Journal of Health and Social Behavior In biology, psychology and sociology social behavior is behavior directed towards, or taking place between, members of the same species. Behavior such as predation which involves members of different species is not social. , 42, 310-325. Wolpin, J., Burke, R. J., & Greenglass, E. R. (1991). Is job satisfaction an antecedent ANTECEDENT. Something that goes before. In the construction of laws, agreements, and the like, reference is always to be made to the last antecedent; ad proximun antecedens fiat relatio. or a consequence of psychological burnout? Human Relations human relations npl → relaciones fpl humanas , 44, 193-209. Andrea Dixon Rayle is an assistant professor of counseling, and the school counseling coordinator, at Arizona State University Arizona State University, at Tempe; coeducational; opened 1886 as a normal school, became 1925 Tempe State Teachers College, renamed 1945 Arizona State College at Tempe. Its present name was adopted in 1958. , Tempe. E-mail: andrea.rayle@asu.edu The author would like to acknowledge Cami Covey-Doucet, Dominica McBride, and Dr. Terence J. Tracey for their assistance with the current study.
Table 1. Multivariate Analysis of Variance for job-Related Stress,
Mattering to Others, and Job Satisfaction
Source df F q p
Job-related stress 2 4.75 ** .02 .01
Mattering to others 2 3.14 * .02 .03
Job satisfaction 2 2.73 ** .01 .01
* p < .05. ** p < .01
Table 2. Hierarchical Multiple Regression Analyses Testing Moderating
Effects of Mattering in the Relationship of Job-Related Stress and
Job Satisfaction
Predictor Variable [beta] SE [R.sup.2]
Dependent Variable: Job
Satisfaction
Step 1
Mattering .62 .07 .19 *
Step 2
Job-related stress -.43 .04 .35 *
Step 3
School counselor level 1
(dummy-coded) .02 .03 .35
School counselor level 2
(dummy-coded) .04 .06 .35
Step 4
Mattering/stress interaction .07 .09 .35
Step 5
School counselor level 1/
mattering interaction -.33 .14 .36
School counselor level 2/
mattering interaction -.10 .16 .36
Step 6
School counselor level 1/
job stress interaction .25 .11 .37
School counselor level 2/
job stress interaction .09 .11 .37
* p < .01.
|
|
||||||||||||||||||
Printer friendly
Cite/link
Email
Feedback
Reader Opinion