Abstract: This study examines the significance of teacher-student attachment in shaping teachers’ work attitudes and promoting positive teacher behaviors. It highlights the crucial role of effective communication in fostering a strong student-teacher connection that enhances the classroom environment. Teachers who communicate effectively can offer valuable feedback to students, ultimately establishing a successful relationship throughout the academic year.
Keywords: teacher, student, attachment, attitude, work
Abstract: The study investigated the correlation between teacher-student attachment and teacher attitudes towards work. Results indicate that both the attachment between teachers and students and the attitudes of teachers towards work play a crucial role in fostering and upholding positive teacher conduct. Establishing effective communication between students and teachers forms a strong connection, resulting in an optimal classroom setting.
Effective communication is essential for teachers to provide suitable feedback and support to their students. The interaction between teachers and students significantly affects the success of their relationship during the school year. Key elements include teacher, student, bonding, attitude, and work.
INTRODUCTION
Teachers must act as positive role models for their students, both inside and outside the classroom. According to Rose (2005), educators have a crucial duty as role models in formal and informal education by introducing groups to specific attitudes, lifestyles, and perspectives.
According to Rose (2005), children perceive teachers as influential figures, holding the same level of significance as parents. Carr (2000) contends that it is the obligation of teachers to fulfill their educational role, regardless of the subject they teach. Teachers have a moral duty to uphold societal standards by adhering to ethical values and avoiding vices like gambling and drunkenness, as well as rejecting immoral relationships. Sava (2001) asserts that ultimately, teachers’ conduct can have lasting detrimental effects on students.
Regrettably, according to Kearney, Plax, Hays, and Iveys (1991), researchers tend to overlook teachers as a potential source of classroom problems. Although there is ample literature on positive teacher communication behaviors, fewer studies address negative teacher communication behaviors (Wanzer & McCroskey, 1998). Meanwhile, educational reform typically focuses solely on curricula while neglecting the importance of effective teacher-student interaction.
The concept of teacher support in schools is akin to social support and has a significant impact on the mental well-being of students. Teacher support includes acceptance, care, encouragement, and approval from others, all of which can boost a student’s self-esteem and self-evaluation. Conversely, the absence of teacher support can impede a student’s ability to develop a positive self-perception. Despite the significance of studying teachers’ behavior for these reasons, exploring negative interactions between teachers and students is frequently considered taboo, creating difficulties when researching in this area.
Sava (2001) argues that it is ironic to study the mistakes or faulty education of teachers who strive to be educational agents. Although studying effective teachers may not fully explain teacher misbehavior, it can offer a deeper understanding and a framework for discussing these issues to enhance teacher training programs.
The text explores the correlation between teacher-student attachment and teachers’ attitude towards work. It discusses the research conducted by Ainsworth and her colleagues in support of Bowlby’s attachment theory. Ainsworth and Bell classified infants into secure, anxious-ambivalent (later known as resistant), and anxious-avoidant categories based on their behavior in the strange situation procedure. Additionally, Main and Solomon later introduced a fourth category (disorganised-disoriented) that pertained to infants with unpredictable or ineffective patterns of eliciting care when stressed.
Each of these attachment classifications, across the lifespan, is positioned on a continuum of emotional regulation for managing affect, events, and relationships (Dozier, Stovall, & Albus, 1999). This understanding places the anxious–avoidant style, which employs highly organized strategies for controlling and minimizing affect, at one extreme of the continuum. On the other extreme, we find the anxious–resistant styles characterized by poorly managed and uncontrolled affect. Secure attachment, however, lies in the middle of this emotional continuum, representing a harmonious blend of the two contrasting approaches to emotional regulation.
People with disorganized-disoriented attachment classifications may display various behaviors. These behaviors can include emotionally under-controlled reactions, such as impulsive verbal or physical aggression, or emotionally over-controlled responses, where emotions are hard to express and behavior may show withdrawal and difficulty dealing with conflict (Jacobite & Hazen, 1999). Therefore, their emotional reactions are often unpredictable and usually not beneficial. Bowlby (1988) proposes that attachment is a unique emotional bond that includes the exchange of comfort, care, and enjoyment.
Previous studies have shown that adults vary in their ability to act as a secure base for the children they care for, depending on their own attachment style. Secure adults tend to be more effective at accurately assessing their own relationship history and responding appropriately to a child’s attachment needs compared to adults with an insecure attachment background. According to Pianta, Steinberg, and Rollins (1995), positive teacher-student relationships can be described as “warm, close, communicative,” and these relationships are associated with improved behavioral competence and school adjustment.
The significance of teacher-student attachment on students’ overall school and behavioral adjustment has been recognized (Baker et al. 1997). Fisher and Cresswell (1999) assert that interacting with various individuals, such as students, other teachers, and staff, is a crucial aspect of teachers’ daily activities. Hence, it is crucial to examine the genuineness and excellence of teacher-student relationships, as these impact the quality of their interactions (Sava, 2001).
Researchers have identified several qualities that contribute to effective teacher-student relationships. These include positive affection (Poenaru & Sava, 1998), a warm attitude (Elmore & LaPointe, 1975), tact in teaching (Van Manen, 1991), teacher immediacy and teacher power (Thweatt & McCroskey, 1996), teacher assertiveness and responsiveness (Wanzer & McCroskey, 1998), and low differential treatment (Brattesani, Weinstein & Marshall, 1984). It is important for teachers to possess all of these qualities in order to foster positive teacher-student interaction.
According to Kennedy and Kennedy (2004), teachers who have a dismissing (avoidant) attachment style may struggle to acknowledge their own lack of warmth, trust, and sensitivity in their interactions with students. These teachers may have unrealistically high expectations for their students’ maturity and independence because they have learned to rely too much on themselves and keep a distance in their own relationships with others. Teachers with a dismissing status typically respond to students by creating distance and showing a lack of empathy and understanding.
The teacher with a resistant style may occasionally pay attention to students’ needs and quickly get involved in dealing with specific behaviors without addressing the underlying issues (Kennedy and Kennedy, 2004). They may perceive anxious-avoidant students as passive aggressive, angry, withdrawn, and uncooperative; and anxious-resistant students as overly dependent, reactive, attention-seeking, impulsive, and prone to acting out behavior.
The disorganised student can be seen as aggressive, reactive, unpredictable, and hard to handle. Some teachers may be more receptive to students with a specific attachment style compared to others (Kennedy & Kennedy, 2004). Teachers who have a preoccupied status are more likely to support the anxious-resistant student while rejecting the anxious-avoidant and disorganised students, thus reinforcing these children’s negative internal working model of relationships.
According to Kennedy & Kennedy (2004), teachers who have a dismissing attachment style tend to keep an emotional distance from others. As a result, these teachers are likely to show less acceptance towards students who are anxious-resistant or disorganized and require a lot of help or supervision. Additionally, dismissing teachers may also fail to provide support to avoidant children who are reluctant to ask for assistance. Both dismissing and preoccupied teachers are expected to work well with children who have a secure attachment style.
The secure teacher may identify certain behaviors in students with different attachment styles, such as withdrawal and aloofness in anxious-avoidant students, dependency in anxious-resistant students, and acting out behaviors in disorganized students. Recognizing the need for positive supportive interaction, trust, and connection with these students is important for fostering a more positive internal working model and a cooperative relationship (Kennedy & Kennedy, 2004). Sava (2001) also noted that the organizational climate in schools, teachers’ beliefs, and their level of burnout can have negative effects on teacher-student relationships.
The quality of teacher-student relationships can impact students’ educational and psychosomatic outcomes, leading to teacher-conflict-inducing attitudes such as lack of emotional support and misbehaviour. According to Sava (2001), students who perceive their teachers as more hostile often show higher rates of educational, psychological, and somatic complaints.
According to Sava (2001), teachers with lower morale and burnout are more likely to have conflict-inducing attitudes towards students, resulting in educational and psychosomatic complaints among students. Abidin and Kmetz (1997) also noted that teacher-student relationships influence teachers’ stress levels, which in turn impact their behavior towards students. These researchers found that teachers have varying perceptions and experiences of stress.
The level of attachment between teachers and students, as well as teachers’ attitudes towards specific students in the classroom, can be influenced by the behavior of certain students (such as those who pose behavioral challenges) as well as typical students. These perceptions and levels of stress can affect a teacher’s behavior towards these students and may result in a bias. Furthermore, teachers tend to exhibit more negative and neutral behaviors towards challenging students compared to control students (Abidin & Kmetz, 1997).
In summary, when teachers experience an increase in stress levels, their positive behavior towards students decreases. This can lead to the teacher avoiding contact or ignoring the students. Additionally, the more stress that is induced by the students, the less engaged the teacher becomes, ultimately affecting the teacher-student relationship (Abidin & Kmetz, 1997). The term “attitude” in relation to work for teachers is defined as a subjective or mental preparation for action. It encompasses outward and visible postures as well as human beliefs.
The text highlights the significance of attitudes in shaping how an individual perceives, thinks, and behaves. These attitudes are not deeply ingrained as automatic actions, but are influenced by personal experiences. Moreover, attitudes pertain to an individual’s tendency to react positively or negatively towards a person, group, institution, or event. Attitudes can be positive, reflecting values; or negative, indicating prejudices. According to Kreitner and Kinicki (2007), attitudes comprise three components: affective, cognitive, and behavioral.
The affective component of attitude refers to one’s feelings or emotions towards an object or situation, while the cognitive component pertains to beliefs or ideas about it. The behavioural component reflects intentions for action or behavior towards someone or something (Kreitner & Kinicki, 2007). These three components typically work together to shape teachers’ classroom postures, influenced by society, school, and teachers’ interactions (Leite, 1994). Furthermore, teachers’ styles and attitudes are strongly impacted by past experiences.
They do not become automatic routine behaviors, in the sense that they are developed gradually through interactions (action and reaction), and become firmly established constructs for each individual only over time (Carr, 1990). According to Carr (1990), attitudes can only be changed by each individual when they become conscious of evidence and elements indicating that new approaches would better address the surrounding world. Attitudes towards work refer to perceptions that impact employees’ performance in their roles.
In the mid-1970s, Brophy and Good (1974) found that many educational researchers support the idea that teachers’ attitudes and expectations can become self-fulfilling prophecies. They also suggested that once teachers form a certain attitude or belief, they may start treating students differently, resulting in the expected outcomes. Conversely, Petty and Cacioppo (1986) define attitude and behavior as individuals’ overall evaluations of themselves, others, objects, events, and problems.
Briefly, attitudes predict people’s behavior and understanding teachers’ attitudes helps understand their behavior. To assess teachers’ attitude towards work, we focus on four components of attitude: job satisfaction (Mitchell & Lasan, 1987), commitment, communication, and alienation (Northcraft & Neale, 1996). Job satisfaction is considered the most important and frequently studied attitude in organizational behavior field (Mitchell & Lasan, 1987).
It reflects the extent to which people enjoy their jobs (Kreitner & Kinicki, 2007). Teachers’ level of job satisfaction affects teacher-student interaction. Higher levels of job satisfaction improve teachers’ morale and are perceived positively by students. ‘Commitment’ distinguishes those who are caring, dedicated, and take the job seriously from those who prioritize their own interests (Nias, 1989).
Commitment is a significant work attitude, as it entails a willingness to put in extra effort and remain employed to achieve one’s goals (Kreitner & Kinicki, 2007). However, not all teachers share the same level of commitment towards their job, according to Kelchtermans (2005). While some teachers prioritize and deeply consider commitment as a crucial aspect of their lives, others may view teaching merely as a job (Kelchtermans, 2005).
Meanwhile, a 20-year study with 54 primary school teachers revealed that the term ‘commitment’ was mentioned in nearly every interview (Nias, 1989). In a different scenario, Jackson, Boostrom, and Hansen (1993), Goodlad (1990), and Sockett (1993) have documented the ethical intentions of educators, using words like ‘courage,’ ‘integrity,’ ‘honesty,’ ‘care,’ and ‘fairness.’ It is evident how these words can be linked to commitment. The more apparent indications of commitment include enthusiasm for the job and for colleagues.
Individuals’ commitment levels can impact their performance in the workplace. However, the research findings by Leung (1997) and Tett and Meyer (1993) on the outcomes of commitment, such as turnover, absenteeism, tardiness, and work performance, are varied, weak, or not consistent. Communication is evident in attitudes and involves exchanging information with accuracy and openness. Developing effective communication is essential for establishing and upholding an efficient school environment (Rafferty, 2003). The communication within schools plays a vital role in shaping teachers’ perception of their social reality. Achieving excellence in schools requires attention to these factors. 60
The relationship between teachers and students and the attitudes of teachers are closely connected to their thoughts and actions. How teachers think and behave is strongly influenced by their perceptions of their schools. One aspect of attitude is alienation, which refers to the degree to which staff members feel dissatisfied with their careers and professional growth (Rafferty, 2003). In general, positive interaction between students and teachers is a complex concept that encompasses organization, workload (difficulty), anticipated fairness in grading, instructor knowledge, and perception of learning.
Teaching is a profession known for its high levels of stress (Kyriacou & Sutcliffe, 1978b; Milstein & Golaszewski, 1985). This stress has various negative consequences, such as increased anxiety and depression (Beer & Beer, 1992; Travers & Cooper, 1994), a desire to quit the profession, and drug use (Watts & Short, 1990). Teachers’ relationships with their students have a significant impact on their stress levels, as stated by Bakewell (1988) and Kyriacou and Sutcliffe (1978b). Teachers with depersonalisation, which is a detachment from one’s mental processes or body, are more likely to behave immorally and withhold information from their students according to Mancini et al. (1984). These teachers also fail to engage in communication or interaction with their students and dismiss their opinions and ideas. Numerous studies indicate that high teacher stress predicts negative relationships between teachers and students. Yoon (2002) found significant correlations between teacher stress and negative teacher-student relationships.
Teacher stress is caused by the inability to discipline students as desired (Lewis, 1999). According to Day, Elliot, and Kington (2005), teacher commitment has a significant impact on teachers’ work performance, absenteeism, retention, burnout, and turnover. Day et al. (2005) stated that teachers maintain their commitment to their beliefs throughout their professional lives. While the degree of engagement in certain practices may change due to life events and activities, their dedication to their ideological positions remains unchanged.
However, the level of commitment among teachers can vary over time due to individual differences. Some individuals may reach a plateau in their commitment earlier or later than others. The degree of commitment is influenced by various factors, some of which strengthen it while others weaken it. At certain times, teachers may be less likely to participate in specific activities or exhibit certain behaviors, depending on contextual factors such as school environment and relationships with students and colleagues. These factors have been identified as the main contributors to diminished commitment (Huberman, 1993a; 1993b). 61 Affizal Ahmad and Rafidah Sahak.
Bindhu and Kumar (2007) conducted extensive research on the correlation between job satisfaction and stress coping skills of primary school teachers. Their study revealed a noteworthy difference in job satisfaction between male and female primary school teachers. Nevertheless, when it came to stress coping skills, no statistically significant difference was found. Additionally, Bindhu and Kumar’s (2007) study demonstrated a substantial and positive correlation between job satisfaction and stress coping skills, including self-reliance, pro-active attitude, adaptability and flexibility, as well as total stress coping skills.
In summary, the study conducted in Kuala Pilah and Seremban, Negeri Sembilan involved 242 primary school teachers to determine the relationship between the ability to cope with stress and job satisfaction. The selection process included stratifying and selecting seventeen primary schools, excluding the headmaster, assistant-headmaster, and school counsellor. A questionnaire was utilized in three parts: Part A for Demographic Information, Part B for Teacher-Student Attachment, and Part C for Teachers’ Attitude towards Work.
The questionnaire was divided into two parts. Part A was designed to collect demographic information from the participants, including gender, age, ethnicity, marital status, educational status, and length of teaching service. Part B, called the Teacher-Student Attachment Questionnaire, was created by combining variables from Kesner’s (1994) study and a modified version of the Student-Teacher Relationship Scale (STRS) developed by Pianta (2001). This questionnaire consists of 30 items and is divided into four subscales: warmth, open communication, troubled feelings, and conflict or anger.
The concept of Warmth is described as positive feelings towards the child (Pianta, 2001). There are six items in this subscale. An example of this is: 62 Teacher-Student Attachment and Teachers’ Attitudes Saya mudah mesra dengan pelajar saya sepertimana pelajar itu mudah mesra dengan saya. [translation: I easily get along with my students as they have with me.] Open Communication, on the other hand, is defined as the quality of communication between the teacher and the child, specifically focusing on the quality of non-verbal communication between the two (Pianta, 2001). This subscale is made up of six items.
An example of this item is:
The example of the item is: Bertugas sebagai guru membuatkan saya merasa bangga. [translation: Working as a teacher make me feel proud.] Commitment: Commitment is an attitude reflecting an employee’s loyalty to the organisation, and an ongoing process through which organisational members express their concern for the organisation and its continued success and well being. According to Kreitner and Kinicki (2007), it is an important work attitude, since committed individuals are expected to be willing to work harder to achieve their goal and stay employed.
This subscale consisted of 11 items. An example of one item is: Saya sentiasa mengikut jadual yang betul datang ke sekolah dan pulang dari sekolah. [translation: I always follow the right schedule for coming and returning from school.]
Communication: According to George and Jones (1996), communication is defined as the accuracy and openness of information exchange. This subscale included 9 items. An example of one item is: Saya menggalakkan pelajar memberitahu saya masalah mereka. [translation: I encourage my students to talk about their difficulties to me.]
Alienation: As noted by George and Jones (1996), alienation is defined as the extent to which the worker feels disappointed with their career and professional development. This variable was represented by 9 items. An example of the items is: Saya merasakan diri saya tidak diperlukan di sekolah ini [translation: I feel rejected in this school.]
64 Teacher-Student Attachment and Teachers’ Attitudes
RESULTS
Reliability
We evaluated the reliability of the questionnaires using the Cronbach’s Alpha method, with a suggested minimum acceptable value for Cronbach’s alpha of .7 (Gardner, 2001).
Overall, the reliability value for the Teacher-Student Attachment questionnaire is acceptable (a = .7). Additionally, the reliability values for the Teachers’ Attitude towards Work Questionnaire were strong and acceptable (job satisfaction a.8, commitment a.9, open communication a.8, alienation a.7). Regarding demographic analysis, 85% of the respondents were women and 15% were men. The mean age of the participants was 40 years old. The sample studied consisted of 91% Malay and 8% Chinese individuals. In total, 88% were married, 7% were bachelor, and the remaining 9 participants were single parents.
Out of the 242 subjects, Sijil Maktab Perguruan (SMP) qualified 49% of them, while 20% held a Bachelor’s Degree, 19% had diploma qualifications, and 7% had Sijil Pelajaran Malaysia (SPM). Additionally, 2% of the subjects held Sijil Tinggi Pelajaran Malaysia (STPM), and three participants were identified as Master’s Degree holders. According to Clarridge and Berliner (1991), the levels of experience among teachers have been found to impact their perception of interactions with students. The analysis of the study revealed that a majority of the participants (93%) had been teaching in their current school for over a year.
There is a significant relationship between teacher-student attachment and teachers’ attitudes towards work. The subscales of teacher-student attachment, including warmth, communication, troubled feelings, and conflict or anger, were tested for correlation against each of the subscales of attitude towards work: job satisfaction, commitment, communication, and alienation.
The subscale of warmth showed significant correlations with all four subscales of attitude towards work: job satisfaction (r = .437, p = .00), commitment (r = .420, p = .00), communication (r = .69, p = .00), and alienation (r = .435, p = .00).
Similarly, the subscale of communication in Teacher-Student Attachment significantly correlated with job satisfaction (r = .276, p = .00), commitment (r =.322, p = .00), communication (r = .402, p = .00), and alienation (r = .302, p = .00).
Additionally, the subscale of troubled feeling showed significant correlations with job satisfaction (r = .265, p = .00), commitment (r = .295, p = .00), communication (r = .363, p = .00), and alienation (r = .390, p = .0).
The results for the subscale of conflict or anger indicated significant correlations with job satisfaction (r = .126, p = .05), communication (r = .237, p = .00), and alienation (r = .184, p = .00). However, no significant relationship was found between the subscale of conflict or anger and the variable of commitment (r = .115, p = .00).07) Regarding the teachers’ attitude towards work, it is crucial to note the significance of the teacher-student relationship in the lives of schoolchildren. With children spending around five to seven hours daily, for nearly 10 months, in the company of their teachers, this connection holds immense importance.
Establishing a positive relationship between a student and a teacher can be challenging, but it is possible for both parties. The qualities necessary for such a relationship to flourish can differ, ultimately making the learning experience more enjoyable and encouraging for students. When teachers effectively communicate and demonstrate respect in the classroom, while also showing genuine interest in teaching, a positive relationship can be fostered. However, if there is a lack of proper communication between teacher and students, teaching can become difficult. It is crucial for teachers to consistently monitor their students to identify and address any challenges they may be facing.
Teachers can better understand students’ learning difficulties by understanding their problems, fears, and confusion. This understanding leads to increased patience and a sense of security in the classroom, as well as improved communication between students and teachers. While it may not be possible for teachers to understand every problem of every student, they can gather enough information to assist those who are struggling with specific tasks.
The earliest significant body of research (Jones & Jones, 1981: 95) supports the idea that the quality of the teacher-student relationship influences academic achievement and student behavior. When teachers connect and communicate with their students, they are more likely to help them learn quickly and effectively. It’s important for teachers to recognize that students in many schools, particularly in Malaysia, come from diverse cultural and background backgrounds, such as Malay, Chinese, or Indian.
It is important for a teacher to recognize the importance of a sense of belonging for students, as this can be particularly valuable for minority students and help them develop self-worth. When a teacher shows an understanding and appreciation for a student’s culture, it enhances the relationship between them. Teachers who show respect to their students gain favor and have more engaged learners in their classroom. On the other hand, arrogant teachers lack these positive qualities and do not earn respect from their students.
Teachers need to assert that they and their responsibilities should be treated with respect to ensure that students treat each other kindly. According to Jones and Jones (1981: 111), teachers are advised to balance warmth and firmness towards their students, within realistic limits. When running a classroom and guiding young minds, effective communication with students involves providing them with suitable and supportive feedback. The interaction between teacher and student is crucial for maintaining a successful relationship throughout the school year.
Current research indicates that there is a close but limited relationship.
