Burnout and scholarly productivity among junior counseling faculty: Mentoring as a moderator

Abstract

We examined the relationship between burnout and scholarly productivity, as well as mentoring as a moderator, among 145 full-time junior counseling faculty members in universities across the United States. Results showed that faculty burnout was negatively associated with participants’ scholarly productivity (r = −0.63). Findings also supported the moderating role of faculty mentoring in the association between burnout and scholarly productivity. Authors addressed implications for employment within counseling programs and institutions.