전문상담교사의 직무스트레스에 대한 현상학적 연구

Abstract

Objectives The aim of this study is to investigate the job-related stress experienced by school counselors and identify the factors contributing to this stress within educational settings.
 Methods To achieve this goal, in-depth interviews were conducted either in person or over the phone with school counselors having a minimum of five years of experience. The experiential data obtained from 20 participants were analyzed using the Giorgi's phenomenological method by employing procedures such as ‘recognizing the entire content,’ ‘splitting semantic units,’ ‘converting into academic terms,’ and ‘integrating into structures.’
 Results After analyzing and reviewing the interviews with expert council, eighty eight meaningful statements were identified and categorized. These statements were further classified into nine categories with twenty one sub-categories. The nine categories included ‘excessive workload’, ‘role ambiguity’, ‘unfair treatment’, ‘challenges in the working environment’, ‘the burden of crisis counseling’, ‘dealing with difficult clients’, ‘bias against school counseling’, ‘lack of counseling competency’, and ‘psychological exhaustion’. These nine categories could be con-solidated into three broader themes: work-related job stress, counseling-related job stress, and personal job stress specific to school counselors.
 Conclusions Based on the findings of this study, we gained better understanding of the job stress faced by school counselors, which can be used as essential information for the development of training programs and inter-ventions aimed at preventing stress and equipping school counselors with effective coping strategies.