http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
effect of consultation model and consultee personal teaching efficacy on ratings of consultant effectiveness and intervention acceptability
The purpose of this study was to investigate consultee perceptions of consultant effectiveness and acceptability of interventions emerging from consultation as a function of consultation model and personal teaching efficacy. Also investigated was the relationship between personal teaching efficacy and years of teaching experience. The sample consisted of 60 regular education elementary school teachers recruited from two urban school districts in Florida and Texas. Teachers with high (n = 30) and low (n = 30) personal teaching efficacy were identified based on their responses on the Factor I subscale (personal teaching efficacy) of the Teacher Efficacy Scale (Gibson & Dembo, 1984). One half of teachers with high and low personal teaching efficacy were randomly assigned to view either a collaborative or expert videotaped consultation session. The goals, problem, plan, consultant, consultee, and interpersonal behavior remained the same across the two videotapes. The only manipulated variable was the locus of decisions; in the collaborative condition, the consultee made decisions at each stage of the problem solving process whereas the consultant made these decisions in the expert condition. Teachers' reactions to the consultation conditions were obtained with a rating of the consultant's effectiveness and a rating of the acceptability of the intervention emerging from the consultation session. Two-way analyses of variance measured the relationships between Factor I TES scores and ratings of consultant effectiveness and intervention acceptability. The Pearson product moment correlation (one-tailed test) was used to determine the relationship between Factor I TES scores and years of teaching experience. A two (level of personal teaching efficacy) by two (consultation condition) analysis of variance resulted in a main effect for personal teaching efficacy on separate ratings of consultant effectiveness and intervention acceptability. Subjects with high personal teaching efficacy rated the consultant as more effective and the intervention as more acceptable across both videotapes than subjects with low personal teaching efficacy. There was a positive correlation (r =.238) between personal teaching efficacy and years of teaching experience. Implications of these findings for consultation are discussed and directions for future research are suggested.