School counselors are defined as advocates, leaders, and collaborators who create systematic change by providing access to education in order to create inclusive environments for diverse student populations (ASCA, 2016). They are leaders at school, district, state, and national levels (ASCA, 2019). However, school counselors often feel a disconnect between their role and what is practiced as a school counselor, due to the discrepancies between the training received in their graduate program and the reality of working as a school counselor (Mullen, Blount, Lambie, & Chae, 2018). This can lead to school counselors feeling overwhelmed by burnout from multiple job demands and request from various stakeholders (Fye, et al., 2018; Mullen, & Gutierrez, 2016). This can further be complicated by race, as school counselors of color may find themselves dealing with microaggressions within the workplace (Moss, & Singh, 2015). Resulting in school counselors coping through emotional labor, the modification their emotions and feelings to correlate with display rules of their school environment (Hochschild, 1983). The purpose of this study is to investigate the factors that are related to school counselor self-efficacy. A nonexperimental, correlational survey design was used to explore the relationship between emotional labor, burnout, race, and school counselor self-efficacy (N=121). Using a multiple regression, results indicated that there was a statistically significant relationship between emotional labor deep acting and school counselor self-efficacy. A linear combination of predictor variables explained a significant amount of variance in the school counselor self-efficacy (F(3,117) =6.015, p<.05, , R2 = .134, adjusted R2 =.111), which accounted for 13.4% of the variance.
