The Influence of Work Stress and Coping Strategies on Burnout Among Guidance and Counseling Teachers

This study aims to measure the impact of work stress and coping strategies on burnout among guidance and counseling teachers. A total of 583 respondents, who are guidance and counseling teachers in secondary schools, participated in this study. The study uses a survey research design, where data was collected through questionnaires. The questionnaires used in this study include the Occupational Stress Inventory Revised Edition (OSI-R), Brief COPE Inventory, Job Satisfaction Survey (JSS), and the School Counselor Burnout Inventory (SCBI). The findings of the multiple regression analysis indicate that the predictor variable, work stress, is a significant predictor with a correlation and contribution towards burnout. These findings reject the assumption that emotion-focused coping strategies, problem-focused coping strategies, and avoidance coping strategies are predictors of burnout. The implications of the study suggest that a supportive work environment is necessary to reduce work stress among guidance and counseling teachers. This study emphasizes the need for school administrators to recognize the pressures faced by counselors and provide adequate resources and support to reduce burnout.