ScholarWorks@숙명여자대학교

초록

This study applied Giorgi’s(2004) phenomenological method to explore the difficulties and coping experiences of novice school counselors. Eight counselors with fewer than three years of experience in public elementary, middle, and high school Wee Classes participated. Data were collected through semi-structured interviews. The analysis produced nine categories, 24 subcategories, and 55 meaning units. Participants faced structural limitations, low recognition of counseling expertise, role ambiguity, and emotional exhaustion. They coped through self-reflection, supervision, and peer networking, which enhanced their competence, self-efficacy, and counselor identity. This study underscores the need for institutional and educational support to foster the adjustment and professional growth of novice school counselors.

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