Attachment theory, teacher motivation & pastoral care: A challenge for teachers and academics

Journal article

Riley, Philip. (2013). Attachment theory, teacher motivation & pastoral care: A challenge for teachers and academics. Pastoral Care in Education. 31(2), pp. 112 - 129. https://doi.org/10.1080/02643944.2013.774043

Authors	Riley, Philip
Abstract	The hypothesis that an unconscious need for a corrective emotional experience (CEE) drives the choice to care for others was investigated via attachment style and feelings of anger at students and staff. Data were obtained from 750 pre-service and experienced teachers, including 179 principals, who completed one of two versions of the Experiences in Close Relationships questionnaire and reported anger toward students and staff. Significant differences between subgroups in relation to Attachment and Anger were found. Pre-service teachers’ reported the highest levels of attachment insecurity, Principals the lowest. Only secondary teachers reported Anger at Staff and higher Anger at Students frequencies. If initial motivation to teach is predicted by insecure attachment, teacher preparation courses should take this into account.
Keywords	attachment; corrective emotional experience; teacher motivation
Year	2013
Journal	Pastoral Care in Education
Journal citation	31 (2), pp. 112 - 129
Publisher	Routledge
ISSN	0264-3944
Digital Object Identifier (DOI)	https://doi.org/10.1080/02643944.2013.774043
Scopus EID	2-s2.0-84877298183
Page range	112 - 129
Research Group	School of Education
Publisher's version	File Access Level Controlled
Place of publication	United Kingdom

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