Teacher Perceptions of School Consultant Social Influence Strategies: Replication and Expansion

Autor/inn/en	Owens, Julie Sarno; Schwartz, Madeleine E.; Erchul, William P.; Himawan, Lina K.; Evans, Steven W.; Coles, Erika K.; Schulte, Ann C.
Titel	Teacher Perceptions of School Consultant Social Influence Strategies: Replication and Expansion
Quelle	In: Journal of Educational & Psychological Consultation, 27 (2017) 4, S.411-436 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2016.1275649
Schlagwörter	Replication (Evaluation); Teacher Attitudes; Consultants; Social Influences; Change Strategies; Interpersonal Relationship; Elementary School Teachers; Partnerships in Education; Predictive Validity; Power Structure; Group Dynamics; Measurement Techniques; Rating Scales; Student Behavior; Teacher Response; Observation; Psychometrics; Teacher Behavior; Hierarchical Linear Modeling; Statistical Analysis; Ohio; Florida + Suchen Sie Ihr Suchwort? Lehrerverhalten; Consultant; Berater; Sozialer Einfluss; Lösungsstrategie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulpartnerschaft; Gruppendynamik; Messtechnik; Rating-Skala; Student behaviour; Schülerverhalten; Lehrerkommentar; Beobachtung; Psychometry; Psychometrie; Teacher behaviour; Statistische Analyse
Abstract	The goals were to (a) replicate the findings of previous research with regard to the Consultee/Teacher Version of the Interpersonal Power Inventory (IPI), and (b) advance the literature by examining IPI scores about a current consultation relationship. Sample 1 included 99 elementary school teachers (44.4% Hispanic) who completed the IPI. Results replicated Erchul et al. Sample 2 (N = 37; 45.9% Hispanic) represented a subset of Sample 1 who participated in a consultation project and completed the IPI about influence in their current consultation relationship. The results advance the literature by offering evidence for convergent and predictive validity of the IPI soft power bases. Teachers who reported being influenced by soft power strategies experienced greater change in their behaviors and their students' behaviors than those who reported being not influenced by such strategies. Implications for research and practice in school consultation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01