Bibliographic record
Abstract
This qualitative, action research study was designed to examine the sources and effects of job-related stress for school counsellors and the strategies that may be used to minimize them. This study aimed to illuminate the work environment of school counsellors and the impact this may have on the students they serve. An on-line survey was developed and was completed by practicing school counsellors in School District #73 (Kamloops/Thompson), which provided insight into their perception of these issues. The findings from this study suggest that the participants experienced these job-related stressors: dealing with critical incidents, insufficient time to complete all required tasks, a lack of understanding of the role of the school counsellor by other stakeholders, work overload caused by staff reduction, and the inability to meet all of the needs of students. Peer support, positive self-care, and professional development opportunities related to job-related stress management were strategies that some school counsellors used to minimize the negative effects of job-related stress. Additionally, the findings show that school counsellors believed school and district administrators play a role in determining their role and improving their work environment. Practical recommendations to address the sources and effects of job-related stress for school counsellors in response to the collected data include: the development, in conjunction with other education stakeholders, of a clearer definition of the roles of school counsellors, the potential development of a provincial or a national model for school counsellors in Canada, and the creation of partnerships with practising school counsellors and educational leaders responsible for developing and implementing curriculum for school counsellor training programmes. These findings may be of interest to all educational stakeholders.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.009 | 0.004 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".