Attachment Security in the Classroom: A Proposed Professional Development Framework for Teachers

Abstract

An attachment theory lens is used to explore the models that teachers carry into their personal and professional relationships. Attachment insecurity affects a teacher’s ability to effectively collaborate with teaching peers and administration. It also affects teachers’ sensitivity, consistency, and empathy toward students in their charge, particularly if the students themselves are relationally insecure (Ahnert, Pinquart, & Lamb, 2006). Several scholars (Cohen, 2015; Gergen, 2009; McNamee & Moscheta, 2015) stress the importance of self-reflective practice in creating relational engagement in education as it results in better student outcomes. The ability of those to engage in relational self-reflective practice, often the cornerstone of education and counsellor training, would not reach the required depths to effect meaningful behavioral change in those with attachment insecurity. An alternative professional development concept using guided book study is discussed.