The Impact Of Teachers' Attachment Styles On Their Relationship With Students In Additional Professional Support Roles (original) (raw)
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Attachment in the student-teacher relationship as a factor of school achievement
Inovacije u nastavi, 2015
The purpose of this study was to find out how are the quality of student-teacher interaction and teachers' practices related with school achievement during the primary education. A sample of 366 students attending 4 th and 7 th grades from Belgrade primary schools participated in the study. We developed a questionnaire measuring seven dimensions of student-teacher attachment (Proximity seeking, Separation protest, Particularity, Safe haven, Secure base, Open communication, and Closeness), and six dimensions of teacher practices (Strict, Leadership, Instructional support, Helping/friendly, Conflict, and Dissatisfaction). The parallel versions of questionnaire, for class teacher in 4 th grade, and Math teacher in 7 th grade were developed. Based on exploratory factor analysis these dimensions were reduced on fewer number of factors. As educational outcomes, we measured students attitude towards school and learning and school marks. Factors Attachment to teacher, Instructional support, Positive emotional relationship with students, students' Positive attitudes towards school and learning and school marks were taken for structural equation modeling, for each grade separately. Results show that Attachment to teacher affects students Attitudes towards school and learning in both grades and school marks just in 4 th grade. In 4 th grade, quality of Instructional support and teachers' Positive relationship with students have effect on students' Attachment and directly, on school marks and students' Attitudes towards school and learning, respectively. In 7 th grade, quality of teachers' Instructional support has effect on Math marks, while teachers' Positive emotional relation with students affects students' Attachment and Math marks. Results are discussed in the light of the attachment to teacher and the quality of student-teacher socio-emotional interaction as factors that foster teaching and learning.
To maintain a professional identity, teachers are to some degree dependent on their student's mental representations of, and interactions with, them. This affords students' relational power over teachers possibly invoking a unique form of attachment dependence and responding in some teachers. Data reported in this paper were drawn from a larger research project which asked 11 questions about the nature of the teacher-student relationship. The attachment styles of 291 pre-service and experienced elementary and secondary school teachers were examined using the Experience in Close Relationships Questionnaire (ECR). Significant differences were found for teacher type (elementary versus secondary), experience, age and gender. Implications for classroom relationships, management and teacher education are discussed.
Determining attachment styles of the pre-school teacher candidates
Procedia - Social and Behavioral Sciences, 2010
ABSTRACT Each relationship a child establishes with adults in every stage of his/her development has a unique role. After he/she dis-attaches himself/herself from the parents or another child-rearing-person, the adults that a child builds meaningful relationships with are often the pre-school teachers. Psychology literature asserts that “attachment styles” are related to the person's character. Therefore, we argue that it is crucial to determine the “personal attachment styles” of the pre-school teachers. In this study we aim to discuss the four different styles of attachment of the pre-school teachers, which are secure, fearful, dismissive, and preoccupied. Our study objects are 91 senior students in the Pre-school Education program at the Ankara University. In this research, relationship/s scale will be used as the survey tool. This study shows that, from among 91 fourth-year students in the Department of Preschool Teaching, 48% have secure-dismissive attachment styles which can be deemed positive and 52% have fearful-preoccupied attachment which can be deemed negative.
Frontiers in Education
Attachment theory has played a prominent role in the study of affective relationships between teachers and individual children in school settings. This review synthesizes three decades of attachment-based research on teacher-child relationships roughly covering the period between 1992 and 2022. Five key themes were discussed: (1) conceptualization and assessment, (2) secure base and autonomous exploration, (3) safe haven and self-regulation, (4) attachment history and relationship (dis)continuity, and (5) teacher sensitivity and mentalization. Following a narrative review approach, a selection of pivotal research studies was made and chronologically presented to illustrate research developments per theme. The results indicated that the conceptualization and assessment of teacher-child relationships holds largely, but not completely, across different developmental phases, cultural contexts, measurement methods, and informants. In addition, research confirmed the role of the secure ba...
Teacher-Student Attachment and Teachers'Attitudes Towards Work
usm.my
This study examines the relationship between teacher-student attachment and teachers' attitude towards work. We show that teacher-student attachment and teachers' attitudes towards work appear critical in promoting and maintaining positive teacher behaviours. Communication connects students with teachers, improving the classroom atmosphere. Teachers who communicate effectively with their students can give them appropriate and helpful feedback. Teacher-student interaction is extremely important for a successful relationship through the entire school year.
Contribution of Student and Instructor Relationships and Attachment Style to School Completion
The Journal of Genetic Psychology, 2009
The authors investigated how student-student friendships, student-teacher relationships, and attachment styles link to General Educational Development program completion among 127 women and 117 men. Students' relationships with students and instructors, as well as secure attachment style were positively associated with earning a GED. After statistical control for demographic variables, hierarchical logistic regression analyses demonstrated that both student-student friendships and student-instructor relationships positively predicted attachment and subsequent General Educational Development program completion. The overall model, which correctly classified 85.7% of the cases, was statistically reliable in distinguishing between those people who earned GEDs and those who did not. In addition, 2-way analyses of variance revealed that those who had secure attachment styles had better relationships with their fellow students and instructors.
International Journal of Developmental and Educational Psychology, 2012
The following study proposes a comparative analysis of the work carried out in Greece, Spain and Italy in relation to the process of adaptability and validation of the Student-Teacher Relationship Scale . The questionnaire, originated within a US context, aims to evaluate the relationship teacher-pupil on the basis of the three, distinct dimensions of Closeness, Conflict and Dependency. Each study has been viewed taking into account methodology, analysis and conclusions: although differences have been registered in each section, our work has highlighted a strong uniformity within the structure itself of the instrument of study.
Attachment Styles among Teachers with and without Victimization Experiences in Estonia
2016
The present study examined attachment styles (secure, avoidant and anxious/ambivalent) that differentiated teachers as victims of student and adult bullying and non-victims of bullying in school settings. A total of 576 teachers as two-stage cluster sampling in Estonia completed a self-reported measure to determine the victim-categories (victims of student bullying N = 77; victims of adult bullying N = 64; victims of student/adult bullying N = 74; and non-victims N = 361), and a self-reported measure to examine the three attachment styles (Multiple-item Attachment Scale: Simpson, 1990). Results indicated that teachers as single-target victims of students and adults bullying and teaches as multi-target victims of bullying in school settings had higher scores in avoidant and anxious/ambivalent attachment scales than non-victims of bullying. There were no statistically significant differences across scores of secure attachment among four study group members. Findings reflect the role o...
Frontiers in Psychology, 2015
Teachers' relationship quality with students has been argued to be an important source of teacher wellbeing. Thus, the current study aimed to investigate to what extent teachers' relationship closeness toward students, combined with attachment security is a resource protecting against teacher burnout. Eighty-three elementary school teachers reported on their most and least attached student's relationship closeness, their attachment security and levels of burnout, as measured by emotional exhaustion, depersonalization and personal accomplishment. Response surface analysis (RSA), enabling researchers to investigate the effect of congruence/incongruence of two predictors on an outcome, revealed that teachers' depersonalization and emotional exhaustion were lowest when they developed homogenous close relationships toward the students within their classroom and when teachers in general made congruent relationship experiences. No RSA model could be specified for personal accomplishment, even though a correlational analysis revealed that increasing closeness with students fostered teachers' personal accomplishment. Teachers' secure attachment experiences were not directly related to burnout, but enhanced their capability to establish close relationships toward their students. Findings suggest that teachers' relationships toward students are a resource for the teacher's wellbeing, which highlights once again the importance of student-teacher relationships in education.
" The critical elements for the fulfillment of relationships are the feelings of emotional attachment. Later social relations depend on the attachment experiences of early life. Teachers' emotional attachment with his students creates a feeling of security which in turn develops the self-confidence in students "-Bowlby Abstract: A very young child has an emotional attachment towards his caregivers i.e. the parents or the guardians. When he starts to school, he also seeks to obtain the same feeling of attachment from his teachers. As the teacher feels a sense of his own children in his students so he also develops an attitude of attachment towards his students during the course of teaching program. This relationship of attachment of emotions between the teachers and their students affects the cognitive and non-cognitive characteristics of students at the early stage of their development. This attachment helps the young students to obtain a secure learning experience. The adequate experiences of this attachment can lead to the achievement of skills in the students resulting in the development of cognitive characteristics of students. The present study deals with the influence of the emotional attachment among the students and their teachers on the schools readiness, development of learning habits and their social adjustment.