Abstract
Although most definitions of school-based consultation describe consultation as voluntary, very little is known about this important variable. Frequently, consultation is initiated by the consultant or even mandated by a principal or prereferral process. This article conceptualizes teacher volunteerism or willingness to participate in the consultation process on a continuum. Teachers can vary by degree in their level of volunteerism from those who actively seek consultation services to those who do not feel they are acting on their own volition. The role of teacher volunteerism is examined and suggestions for maximizing the effectiveness of nonvoluntary consultation are provided. Also considered are implications for future research and the training of consultants.
Sign-in/Register to access full text options 
Free) 
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 call
