Abstract
Recent research has identified characteristics of effective consultants from the perspectives of consultants and trainers of consultants (Knoff, McKenna, & Riser, 1991). This study used these same effectiveness dimensions to investigate teacher expectations for female and male school-based consultants. Consultant gender was explored as a mediating variable. Results from 265 elementary and middle school teachers suggested a high degree of agreement between what teachers expected of consultants and what consultants viewed as important for effective consultation. Discrepancies between teacher expectations and effectiveness dimensions are discussed. The hypothesis that the gender of the consultant would mediate teacher expectations was not supported by the data.
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