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African American teachers' perceptions of effective consultant skills: Examining traditional and multicultural variables

Anita L Saunders, University of Nebraska - Lincoln

Abstract

A fundamental principle underlying consultation is the need for a genuine collaborative professional relationship between the consultant and the consultee (Gutkin, 2000). As such, to provide African American teachers with effective consultation it is important to investigate their perceptions concerning consultant skills. The purpose of the current two-phase study was to investigate the psychometric properties of two scales, The Consultant Effectiveness Scale-52 (CES-52) and the Consultant Effectiveness Scale-Extended (CES-E), as well as gain an understanding of African American teachers' perceptions of effective consultant skills, particularly in the area of cultural competency. Nine hundred eighty-three participants completed the CES-52 or the CES-E. Results indicated that a two-factor structure best described the data for both phases and that the CES-52 was a psychometrically sound measure of the sample's perceptions of consultant effectiveness skills. However, the cultural competency items of CES-E did not improve the psychometric properties of the CES-52. More research is needed to determine whether the CES-52 can become a valid and reliable measure of consultant effectiveness. In addition, research is needed to determine if cultural competency can be measured as an effective consultant behavior. ^

Subject Area

Education, Educational Psychology|Sociology, Ethnic and Racial Studies|Psychology, Psychometrics

Recommended Citation

Saunders, Anita L, "African American teachers' perceptions of effective consultant skills: Examining traditional and multicultural variables" (2004). ETD collection for University of Nebraska - Lincoln. AAI3131561.
http://digitalcommons.unl.edu/dissertations/AAI3131561

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