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.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Educational and Psychological Consultation
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
