Teacher Perceptions of School Consultant Social Influence Strategies: Replication and Expansion

Julie Sarno Owens, Madeleine E. Schwartz, William P. Erchul, Lina K. Himawan, Steven W. Evans, Erika K. Coles, Ann C. Schulte

Research output: Contribution to journalArticlepeer-review

8 Scopus citations


The goals were to (a) replicate the findings of previous research with regard to the Consultee/Teacher Version of the Interpersonal Power Inventory (IPI), and (b) advance the literature by examining IPI scores about a current consultation relationship. Sample 1 included 99 elementary school teachers (44.4% Hispanic) who completed the IPI. Results replicated Erchul et al. Sample 2 (N = 37; 45.9% Hispanic) represented a subset of Sample 1 who participated in a consultation project and completed the IPI about influence in their current consultation relationship. The results advance the literature by offering evidence for convergent and predictive validity of the IPI soft power bases. Teachers who reported being influenced by soft power strategies experienced greater change in their behaviors and their students’ behaviors than those who reported being not influenced by such strategies. Implications for research and practice in school consultation are discussed.

Original languageEnglish (US)
Pages (from-to)411-436
Number of pages26
JournalJournal of Educational and Psychological Consultation
Issue number4
StatePublished - Oct 2 2017

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Psychology (miscellaneous)


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