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Counsellors are increasingly burdened with administrative work in school. The pressure of a high workload among counsellors lowers self-concept and job satisfaction. This study aims to explore self-concept and stress in junior and senior counselors in school. Rogers’ theory and Boyle’s model of teacher stress are fundamental theories. This study used quantitative methods based on a survey technique. The sample included 205 respondents (172 senior and 33 junior counselors) and the data were collected using the Tennessee Self-Concept Scale and Teacher Stress Inventory. The results showed that senior counselors had higher ethical self-concept in terms of family, social, and moral self-concepts compared with junior counselors. In terms of job satisfaction and stress, senior counselors had higher job satisfaction and lower stress than did junior counselors. The results showed there were no significant differences between senior and junior counselors in terms of enforcing school rules, implementation of tasks, interpersonal relationships, and stress. There was no difference between junior and senior counselor in terms of addressing their students’ problems

Self-Concept and Stress among Junior and Senior School Counselors: A Comparison Case Study in Secondary Schools in Malacca