Modeling Teacher-Student Relationships: The Role of Teacher Attachment and Self-Efficacy
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Objective: This study aimed to bridge this gap by examining a causal model of the teacher-student relationship based on teacher attachment styles and self-efficacy. Unlike previous studies that have not specifically examined teacher attachment styles, this research simultaneously investigated both variables, providing a comprehensive model.
Methods and Materials: This study focused on elementary school teachers in Iran, specifically from Tehran, with a randomly selected group of 325 participants. Data on teacher-student interactions, attachment styles, and self-efficacy were gathered through questionnaires. The data was analyzed using Structural Equation Modeling (SEM).
Findings: The results showed that teachers with a secure attachment style had a stronger, more positive relationship with their students. In contrast, those with avoidant or anxious attachment styles had weaker relationships. Additionally, teachers who believed in their own ability (self-efficacy) also had better relationships with students.
Conclusion: These findings highlight the importance of encouraging secure attachment styles in schools.
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