THEORETICAL FRAMEWORK

Attachment Theory and the Teacher-Student Relationship

By Philip Riley (2010)
How teachers form and maintain classroom and staffroom relationships is crucial to the success
of their work. A teacher who is able to accurately interpret the underlying relationship processes
can learn to proactively, rather than reactively, influence the dynamics of any class. These are
skills that can be taught. This invaluable text explains how adult attachment theory offers new
ways to examine professional teaching relationships, classroom management and collegial
harmony: equally important information for school leaders, teacher mentors and proteges.
Attachment Theory and the Teacher-Student Relationship addresses three significant gaps in the
current literature on classroom management:
In essence, attachment theory among teachers allows teachers to examine the relationships they
have with their students, consequently, it becomes significant for students as well to build a
pedagogical that teachers can examine toward maximum academic performance.
FACTORS:
The effects of teachers’ attachment style on the formation and maintenance of
Classroom and staffroom relationships;
• the importance of attachment processes in scaffolding teachers’ and students ‘emotional
responses to daily educational tasks; and
• the degree of influence these factors have on teachers’ classroom behavior,
Particularly management of student behavior.

The Social Cognitive Theory by Albert Bandura (198

Social Cognitive Theory (SCT) describes the influence of individual
Experiences, the actions of others, and environmental factors on
Individual health behaviors. SCT provides opportunities for social
Support through instilling expectations, self-efficacy, and using observational learning and other
reinforcements to achieve behavior change.
The Social Cognitive Theory (SCT) states that learning occurs in a social environment where
the reciprocation of interaction and behavior is dynamic. Furthermore, this ‘attachment’ allows
individuals to acquire behavior. Consequently, it considers the past experiences of individuals to
determine whether they will engage in a behavior and why.
There are six constructs in SCT that were developed:
1. Reciprocal Determinism
2. Behavioral Capability
3. Observational Learning
4. Reinforcements
5. Expectations
6. Self-Efficacy

Teaching and Teacher Education Theory of Teaching by Karl Josef Klauer (1985)
An all-encompassing theory of teaching can be conceived only as a hierarchy of interrelated
theories. Six higher-order subtheories are distinguished corresponding to the type of study
needed (descriptive, prescriptive, normative) and the type of question to be answered (what vs
how to teach). A prescriptive theory of teaching is outlined. Based upon an information-
processing approach, the theory deals with the question of how to teach in some detail. The
conception of functions of teaching gives rise to a general teaching algorithm that seems to be
useful both in instructional research and in the designing of instruction.

CONCEPTUAL FRAMEWORK
INDEPENDENT VARIBALE – STUDENTS ATTACHMENT
• the importance of attachment processes in scaffolding teachers and students' emotional
responses to daily educational tasks; and
• the degree of influence these factors have on teachers’ classroom behavior,
particularly management of student behavior.
DEPENDENT VARIABLE- PEDAGOGY

STATEMENT OF THE PROBLEM

This study aims to identify the impact of pedagogy on the students attachment of Grade 12-
Hunanities and Social Sciences students from Philippine Academy of Sakya Davao Inc. Also, to
answer the following questions:

1. What are the level of Pedagogy of the teachers?

2. How attach is the students to the pedagogy of the teachers?
METHODOLOGY

STUDY DESIGN
To conduct this study, the researchers planned to used the Descriptive Method to describe,
observe and ascertain how the teacher and students relationship in the classroom and how their
attachment to one another affects their academic performances.

RESEARCH RESPONDENTS
The participants on this research is all the Grade 12 Humanities and Social Sciences students in
Philippine Academy of Sakya Inc.

RESEARCH INSTRUMENT
The researcher intended to use questionnaire to collect the data required for this study. It asks
the respondent 10-questions in order to gather the information they require.