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ERIC Number: EJ799326
Record Type: Journal
Publication Date: 2008-Apr
Pages: 23
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1047-4412
The Likelihood of Use of Social Power Strategies by School Psychologists when Consulting with Teachers
Wilson, Kristen E.; Erchul, William P.; Raven, Bertram H.
Journal of Educational & Psychological Consultation, v18 n2 p101-123 Apr 2008
The Interpersonal Power Inventory (IPI) has been applied previously to investigate school psychologists engaged in problem-solving consultation with teachers concerning students having various learning and adjustment problems. Relevant prior findings include (a) consultants and teachers both perceive soft power strategies as more effective than harsh power strategies when consultants are attempting to influence teachers who are described as initially reluctant to comply with requests, and (b) compared with male consultants, female consultants view soft power strategies as more effective. Moving away from judgments of perceived effectiveness, this study investigated the likelihood of use of specific power strategies by school psychologists when consulting with teachers. It was hypothesized that (a) psychologists overall would report a greater likelihood of using soft versus harsh power strategies, (b) female psychologists would report a greater likelihood of using soft power strategies than male psychologists, and (c) psychologists overall would report a greater likelihood of using direct informational, positive expert, and positive referent power versus the remaining eight power strategies measured by the IPI. A U.S. sample of 352 school psychologists (71% female) completed a version of the IPI modified to examine likelihood of use. The first hypothesis received strong support; the second, no support; and the third, moderate support. (Contains 3 tables and 2 footnotes.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A