Relationship Between Self-Esteem, Burnout, and Psychological Well-Being among Guidance and Counselling Teachers

This study examines the levels of self-esteem, burnout, and psychological well-being among guidance and counseling teachers in the Johor Bahru district. It also investigates the relationships between self-esteem and psychological well-being, as well as between burnout and psychological well-being among school counselors. A quantitative research design employing a full population sampling technique was used, involving 100 guidance and counseling teachers serving in schools across the Johor Bahru district. Data were collected using three validated instruments administered in their Malay-language versions: the Rosenberg Self-Esteem Scale (RSES, α = .89), the Maslach Burnout Inventory (MBI, α = .91), and the Ryff Psychological Well-Being Scale (PWB, α = .88). The collected data were analyzed using descriptive and inferential statistical procedures to determine the levels and relationships among the study variables. The findings indicate that the levels of self-esteem (M = 2.170, SD = .378), burnout (M = 2.070, SD = .781), and psychological well-being (M = 2.230, SD = .468) among the teachers were at a moderate level. Correlational analysis revealed a significant positive relationship between self-esteem and psychological well-being (r = .762), and a significant negative relationship between burnout and psychological well-being (r = −.732). These results indicate that higher self-esteem is associated with greater psychological well-being, while higher burnout corresponds with lower levels of psychological well-being. The study highlights the importance of strengthening self-esteem and implementing effective burnout management strategies among guidance and counseling teachers. The findings provide practical insights for school administrators and relevant stakeholders in designing targeted intervention programs, psychological support initiatives, and stress management strategies aimed at enhancing the well-being and professional effectiveness of school counselors. The findings support theoretical perspectives in educational psychology and counselor well-being, highlighting self-esteem as a psychological resource that enhances well-being, while burnout functions as a detrimental occupational stress factor. The results suggest the need for institutional strategies that strengthen counselors’ self-esteem and reduce burnout through targeted psychological support, resilience training, and stress management programs within school systems.

School counseling, Psychological well-being, Occupational burnout, Self-esteem, Counselor well-being, Educational psychology

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