Persidangan Pembangunan Pelajar Peringkat Kebangsaan 2008 Universiti Teknologi Malaysia, 22-23Oktober 2008

The Important of Teacher-Student Attachment

Affizal Ahmad Universiti Sains Malaysia Phone: 09-7663896 Fax: 097647884 affizal@kb.usm.my

Abstract Children often see teachers as important role models on par with parents. Teachers, regardless of subject area, have a moral role to play in education. The present study was designed to understand the important of teacherstudent attachment. The participants of the study were 230 teachers, carried out in Seremban, Negeri Sembilan. Teacher-Student Attachment Questionnaire was used to assess teachers' perceptions of the teacher-student relationship. The present study suggested that teacher-student attachment appears critical in promoting and maintaining positive students behaviors. The communication between the student and the teacher serves as a connection between the two, which provides a better atmosphere for a classroom environment. Teachers, who communicate effectively with their students, give appropriate and helpful feedback to the students. Interaction of student-teacher becomes extremely important for a successful relationship through the entire time of a school year. Positive student-teacher relationships are linked to behavioral competence and better school adjustment. Student and teacher attachment has also been identified as a significant influence on overall school and behavioral adjustment on students. Keywords: Teacher; student; attachment attachment can also refer to student feelings about their school in general, whether they are positive or negative feelings. Students who feel more connected to their schools are less likely to be involved in health-risk behavior, such as substance use and abuse, and violence [1]. Secondary school and college aged students are at a cultural crossroad in their lives where they have the freedom of an adult and the ability to make decisions regarding their future. At this point, they are practicing adult roles where they may be exposed to things such as drug use and alcohol abuse [2]. Studies show that if students are more attached to their school, and have closer positive student-teacher relationships, they will be less likely to participate in risk-taking behavior. Students who are more involved in activities, and who have fostered positive relationships feel a closer bond to teacher and school [3]. Generally, in the eye of the students, teachers are expected to be positive role models, both inside and outside the classroom. Being a role model is significantly important as it can expose student and other people to specific attitudes, lifestyles, and

1. Introduction A study on teacher-student attachment is important to further our understanding of todays society. The current study could help teachers, as well as students, who are at the beginning of their career school, help foster a positive attitude towards their school, and the necessary adjustments to the school. This is an important topic in sociology and psychology because there has been minimal research done at a local school, college or university level. An understanding of this phenomenon could provide school, colleges and universities insight about environments, activities, and alternate ways to enhance a students experience resulting in a greater feeling of attachment to their teacher and school. Studentteacher relationship can be defined as a students close interaction with the teacher, as well as, participation in school events, or related activities with the teachers. Students feeling of attachment can be defined as whether a student feels a close bond with their teacher, and how connected a student feels to other teachers and members of the school community. In addition, student-teacher

Persidangan Pembangunan Pelajar Peringkat Kebangsaan 2008 Universiti Teknologi Malaysia, 22-23Oktober 2008 outlooks [4]. Teachers, regardless of subject area, have a moral role to play in education. It is the teachers duty to be socially acceptable by keeping themselves morally upright, refraining from gambling, abhorring drunkenness and other excesses, and avoiding immoral relations [5]. Previously, educational reform tends to focus only on curriculum and curricular aspects, neglecting the importance of an effective teacher-student interaction. A teachers support, in fact, can be conceptualized similarly to social support in schools which is strongly related to a students psychological well-being (acceptance, care, encouragement and approval from others) that may enhance self-esteem and self evaluation of the student [6]. Lack of teacher support would negatively influence the development of a positive self-concept among students [7]. Attachment is a special emotional relationship that involves an exchange of comfort, care, and pleasure [8]. Pianta, Steinberg and Rollins [9] defines positive teacher-student relationships as warm, close, communicative, and it is linked to behavioral competence and better school adjustment. Teacher and student attachment has been identified as a significant influence on overall school and behavioral adjustment on students [10]. According to Fisher and Cresswell [11], interaction with other people (students, other teachers, and staff) is actually a major part of the school day for most teachers. Therefore, it is important to study the naturalness and quality of teacher-student relationship as its influence the quality of their relationships [6]. As reported by previous researchers, the qualities that lead to effective teacher-student relationships are positive affection [12], warm attitude [13], tact of teaching [14], teacher immediacy and teacher power [15], teacher assertiveness and responsiveness [16], and low differential treatment [17]. Lack of any of these traits may negatively influence teacher-student interaction. According to Hirschi [18], there are four bonds that keep an individual within the social contexts of society. Hirschis idea of attachment refers to the idea that individuals feel a close bond to their parents, teacher and school, and peers. The stronger these bonds are, the less likely that individual is to deviate from the norm [18]. These include: attachment, commitment, involvement and belief. If the students is more attached to their school, have a good relationship with the teachers, and committed to their studies, the more likely it is that they will not engage in deviant acts that go outside the norms of our society [19]. The student-teacher relationship is very important for children. In Malaysia, generally, children spend approximately 5 to 7 hours a day with a teacher for almost 10 months. A positive relationship between the student and the teacher is difficult to establish, but can be found for both individuals at either end. The qualities for a positive relationship can vary to set a learning experience approachable and inviting the students to learn. A teacher and student, who have the qualities of good communications, respect in a classroom, and show interest in teaching from the point of view of the teacher, will establish a positive relationship in the classroom [20]. Teaching, basically, becomes difficult if there is no proper communication between teacher and students. Teachers need to continuously monitor the student in order for him or her to be aware of any difficulties the student is having. Understanding the students problem, fear, or confusion will give the teacher a better understanding the childs learning difficulties. Once the teacher becomes aware of the problems, he or she will have more patience with the student, making the child feel secure or less confused when learning is taking place in the classroom. As reported in the study done by Sava [6], the organizational climate in schools, teachers ideology, and level of burnout (outcome of stress) could negatively affect the teacher-student relationships. Affected teacher-student relationships can in turn result in teacher conflictinducing attitudes (lack of teacher emotional support, teacher misbehavior or hostility). Sava [6] reported that the quality of teacher-student relationships can influence educational and psychosomatic outcomes on the students. Concurrently, high incidences of educational, psychological and somatic complaints are demonstrated in students whose characterize teachers they perceive as more hostile in their attitude towards them. Teachers who have lower morale due to school climate conditions and who are less likely to burn out, tend to adopt conflictinducing attitudes towards students which will in turn lead to educational and psychosomatic complaints in students [6]. Teachers relationship with a student is one of the factors that influence teachers stress, and the stresses developed by teachers are reflected to the behavior towards the students [21]. Teachers, as reported by Abidin and Kmetz [21], have different perceptions and experienced different stress levels with regard to specific students in classroom. These perceptions and stress levels are linked to

Persidangan Pembangunan Pelajar Peringkat Kebangsaan 2008 Universiti Teknologi Malaysia, 22-23Oktober 2008 their classrooms behaviors and may bias a teachers behavior towards those students. In addition, teachers behavior towards the challenging students involved greater amounts of negative and neutral behaviors compared to the control students [21]. Briefly, if teachers stress level increased, it will affect or decrease positive behavior towards the students, and the teacher will avoid contact or ignore the students. It indicated that the more stress induced by the students, the less engaged the teacher will be with the students, which affected the teacher-student relationship [21]. Therefore, the communication between the student and the teacher serves as a connection between the two, which provides a better atmosphere for a classroom environment. A teacher, of course, is not going to understand every problem for every student in his or her classroom, but will acquire enough information for those students who are struggling with specific tasks. This was supported by the earliest significant body of research [22], indicates that academic achievement and student behavior are influenced by the quality of the teacher and student relationship. The more the teacher connects or communicates with his or her students, the more likely they will be able to help students learn at a high level and accomplish quickly. The teacher needs to understand that in many schools in Malaysia, children come from different cultures (example; Malay, Chinese, Indian) and backgrounds. A teacher then needs to understand the value of the students' senses of belonging, which can be of greater value and build self worth for minority students. If the teacher demonstrates an understanding of the students culture, it will provide a better understanding between the teacher and the student. The teachers, who demonstrate respect towards their students, automatically win favor by having active learners in their classroom. The arrogant teacher will lack these positive qualities due to his or her lack of control over the children [6]. Teachers should assert that they must also be treated with respect and their responsibilities to ensure that students treat each other with kindness. As noted by Seymour and Miller-Jones [22], teachers are encouraged to blend their warmth and firmness towards the students in their classroom, but with realistic limits. Thus, effective communication without prejudice between teacher and student is very much important as it provide appropriate and helpful feedback to the students. Interaction between the student and teacher becomes extremely important for a successful relationship through the entire time of a school year. 2. Methodology 2.1 Sample The population of interest to be studied was teachers from primary school. The participants of the study were 230 teachers (headmaster, assistantheadmaster and school counselor were excluded), carried out in Seremban, Negeri Sembilan. 2.2 Research technique A set of questionnaire was used as the instrument of the current study. Part A of the questionnaire was structured in order to obtain personal background of the participants such as gender, age, ethnic, marital status, and length of teaching services. Part B is the Teacher-Student Attachment Questionnaire, available for assessing teachers' perceptions of the teacher-student relationship. Teacher-Student Attachment Questionnaire was developed via combination of relevant variables based on Kesner [23] study and a modified form of Student-Teacher Relationship Scale [24]. This questionnaire consists of 30 items, comprised of four subscales - warmth, open communication, troubled feelings, and conflict/anger. Warmth: Warmth is defined as positive feelings about the child [24]. This subscale comprise of six items. An illustrative example of this item is: Saya mudah mesra dengan pelajar saya sepertimana pelajar itu mudah mesra dengan saya Open Communication: Open communication is defined as a quality of communication between teacher and the child, focusing on the quality of mutual non-verbal communications between teacher and student [24]. This subscale consists of six items. An example of communications item is: Saya sering berkongsi pendapat atau masalah dengan pelajar saya dalam hal pembelajaran di sekolah Troubled feelings: Troubled feeling is a disturbing feeling of the teacher regarding the relationship such as rejection by the child or preoccupation with the child [24]. Six items were used to assess the extent of this subscale. An example of the item is: Saya enggan mempunyai hubungan baik dengan pelajar saya, kerana saya merasakan sebenarnya dia ingin membodek saya

Persidangan Pembangunan Pelajar Peringkat Kebangsaan 2008 Universiti Teknologi Malaysia, 22-23Oktober 2008 Conflict/anger: Conflict/anger is defined as conflict relationship between teacher and the students that may evoke anger in the teacher [24]. This variable was represented by six items. The illustrative example of this subscale is: Saya cepat merasa marah pada pelajar saya walaupun mereka melakukan kesalahan yang kecil dan tidak disengajakan 3. Result and discussion The reliability of the questionnaire was evaluated using Cronbachs Alpha method. The reliability value for Teacher-Student Attachment Questionnaire is acceptable (=.7) [25]. Among the respondents, 81% were females and 19% were males. The mean age of the participants was 40 years old. The sample studied was divided into 93% Malay, and 7% Chinese. In terms of marital status, 89% were married, 8% bachelor, and the other 3 participants were single parent. The analysis of the study reported that majority of the participants (94.5%) had been teaching in the current school for more than a year. The analysis showed that no statistically significant differences were found between gender in regards to the subscale of warmth, troubled feelings and conflict/anger in teacher-student attachment. The subscale of warmth reported t(232)=-.290, p>.05, showed no significant difference between males and females teachers score. In terms of the variable of troubled feelings, the result also showed no significant difference [t(232)=.958, p>.05] between males and females teacher. Similarly with conflict/anger variable, the result indicated p>.05 and t(232)=.989, which indicated no significant differences between gender. Nevertheless, there was a significant differences in the variable of communication between male (M=23.03) and female teachers (M=24.20) which showed p<.05 and t(232)=-1.798. The result of the current study suggests that a strong teacher-student attachment is significantly important. Attachment with students is able to impart cognitive, emotional and behavioral outcomes to the teachers, due to quality of the attachment itself. The quality of attachment in context of teacher-student attachment can serve as social control of the teachers behavior, where lack of attachment between teacher and students resulted in weak social relationship and poor social control of the teacher that might lead to poor attitude towards works. In brief, attachments offer teachers and student a chance to forge instrumental relationships. This paper would suggest that, a close, but limited relationship between the teacher and student can be helpful in developing students self-esteem. The student will have the confidence they had always wanted, and achieved due to having a good relationship with the teacher. The teacher, indirectly, will feel satisfy with their job. Teachers establish a positive relationship with their students by communicating with them and properly providing feedback to them. Respect between teacher and student with both feeling enthusiastic when learning and teaching. Having established a positive relationship with students will encourage students to seek education, be enthusiastic, and to be in school. Furthermore, it is suggested that students, who have developed strong social bonds within their school context, such as fostering relationships with teachers, and incorporating themselves into extra-curricular activities, will be a functional part of the society and continue to bind others together. Students need others to work together for a common goal as much as others need that student in order to obtain that goal. This facilitates feelings of attachment and bonding.

4. Conclusion As a conclusion, the findings of the current study have several important implications. Teacher-student attachment appears critical in promoting and maintaining positive teachers and students behaviors. More motivated activities can be organized for the teachers in order to develop positive relationships with students. By having better working conditions, teachers will be more satisfied to work in the school, with the children. Most important, teachers should be provided with appropriate intervention programs [26], gaining knowledge in forming teacher-student attachment, as well as promoting teachers positive behavior.

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