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

Julie Sarno Owens; Madeleine E. Schwartz; William P. Erchul; Lina K. Himawan; Steven W. Evans; Erika K. Coles; Ann C. Schulte

doi:10.1080/10474412.2016.1275649

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

Julie Sarno Owens, Madeleine E. Schwartz, William P. Erchul, Lina K. Himawan, Steven W. Evans, Erika K. Coles, Ann C. Schulte

Research output: Contribution to journal › Article › peer-review

9 Scopus citations

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.

Original language	English (US)
Pages (from-to)	411-436
Number of pages	26
Journal	Journal of Educational and Psychological Consultation
Volume	27
Issue number	4
DOIs	https://doi.org/10.1080/10474412.2016.1275649
State	Published - Oct 2 2017

ASJC Scopus subject areas

Developmental and Educational Psychology
Psychology (miscellaneous)

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10.1080/10474412.2016.1275649

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title = "Teacher Perceptions of School Consultant Social Influence Strategies: Replication and Expansion",

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{\textquoteright} behaviors than those who reported being not influenced by such strategies. Implications for research and practice in school consultation are discussed.",

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note = "Funding Information: The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant No. R324A120272. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. Funding Information: The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant No. R324A120272. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant No. R324A120272. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. Publisher Copyright: {\textcopyright} 2017 Taylor & Francis.",

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AU - Coles, Erika K.

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

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