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Statistical Abstract of Israel-CBS (2012). Students with special needs in primary education, by type of disability and type of setting, Statistical annual of Israel, 8.14.

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Article

The Contribution of Homeroom Teachers’ Attachment Styles and of Students’ Maternal Attachment to the Explanation of Attachment-like Relationships between Teachers and Students with Disabilities

1Department of special education, Oranim-Academic College of Education, Tivon, Israel


American Journal of Educational Research. 2014, Vol. 2 No. 9, 764-774
DOI: 10.12691/education-2-9-10
Copyright © 2014 Science and Education Publishing

Cite this paper:
David Granot. The Contribution of Homeroom Teachers’ Attachment Styles and of Students’ Maternal Attachment to the Explanation of Attachment-like Relationships between Teachers and Students with Disabilities. American Journal of Educational Research. 2014; 2(9):764-774. doi: 10.12691/education-2-9-10.

Correspondence to: David  Granot, Department of special education, Oranim-Academic College of Education, Tivon, Israel. Email: dudi_g@oranim.ac.il

Abstract

Over the past 25 years, numerous studies have sought to explore the ways in which the quality of teacher-student relationship develops. Such relationships are considered particularly significant in the case of students diagnosed with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). The study involved 65 dyads of Israeli homeroom teachers and their students (mean age = 10.9) with disabilities (LD, ADHD, and LD/ADHD comorbidity) in regular educational settings, receiving special assistance from "integration teachers." The study examined the effect of student-teacher attachment features on day-to-day student-teacher “attachment-like” relationships. Students reported on their felt security with their mother using a maternal attachment security scale. Appraisal of the teacher as a secure base was conducted using availability/acceptance and rejection scales. Teachers completed the attachment style (secure, avoidant, and ambivalent) questionnaire and the teacher-student relationship scale concerning emotional closeness, conflict, and student dependency. Findings show that elementary and junior high school teachers and their students develop relational perceptions of secure and insecure attachment-like relationships. The teachers’ caregiver perception of the relationship was explained strictly by the students’ reports of day-to-day security in the teacher-student relationship. Student care receiver perception of the actual teacher-student relationship was explained with greater sensitivity by maternal attachment security, teacher attachment style, and teacher-reported day-to-day security in the teacher-student relationship. Finally, the teachers’ attachment level of security was found to moderate the association between student maternal attachment security and the students’ appraisal of teacher as a secure base. Students of teachers with a mid-to-high level of attachment security exhibited a positive association, whereas students of teachers with mid-to-low level of attachment security exhibited no association. Implications for teacher education and research are discussed.

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