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Attachment theory, teacher motivation & pastoral care: A challenge for teachers and academics
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. © 2013 Copyright NAPCE.
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Journal
Pastoral Care in EducationVolume
31Pagination
112 - 129Publisher DOI
ISSN
0264-3944eISSN
1468-0122Publication classification
C1.1 Refereed article in a scholarly journalUsage metrics
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