From Outlaw to Outlier: The Role of Teacher Attachment Style in Addressing Student Behavior

155 Pages·2017·2.11 MB·English

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12-2017
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Wendy L. Durkee
California State University San Bernardino
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Durkee, Wendy L., "From Outlaw to Outlier: The Role of Teacher Attachment Style in Addressing Student
Behavior Problems in Kindergarten" (2017). Electronic Theses, Projects, and Dissertations. 610.
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FROM OUTLAW TO OUTLIER: THE ROLE OF TEACHER ATTACHMENT IN
ADDRESSING STUDENT BEHAVIOR PROBLEMS IN KINDERGARTEN

A Dissertation
Presented to the
Faculty of
California State University,
San Bernardino

In Partial Fulfillment
of the Requirements for the Degree
Doctor of Education
in
Educational Leadership

by
Wendy Lee Durkee
December 2017
FROM OUTLAW TO OUTLIER: THE ROLE OF TEACHER ATTACHMENT IN
ADDRESSING STUDENT BEHAVIOR PROBLEMS IN KINDERGARTEN

A Dissertation
Presented to the
Faculty of
California State University,
San Bernardino

by
Wendy Lee Durkee
December 2017
Approved by:

Dr. Bonnie Piller, Committee Chair, Educational Leadership & Technology
Dr. Donna Schnorr, Committee Member
Dr. Frieda Brands, Committee Member
© 2017 Wendy Lee Durkee
ABSTRACT
The purpose of this study was to add to the understanding of how
teachers impact the emotional and behavioral development of kindergartners.
This study looked at teacher beliefs, internal thought patterns about a student
whose emotion regulation is immature, the behavior is disruptive, and
challenging for his or her teacher. It examined multiple aspects of the teacher’s
response to the student’s behavior in order answer the questions: Are the
strategies used by the teacher for managing disruptive and challenging behavior
consistent with her attachment style? How does this affect the academic
trajectory of the student?
Based on results of the Student-Teacher Relationship Scale (STRS) and
the Teacher Relationship Interview (TRI), the primary findings of the study
indicate that most of the teachers participating in the study were engaging with a
challenging student from a secure attachment classification. The STRS provided
information about the teacher’s concern for the ability of the student to make an
adequate adjustment to school. Those students with high conflict and low total
scores were most likely to have behavior problems in 2nd grade. Also, the level
of stress produced by the highly conflictual relationship was at times destabilizing
for the teacher. Depending on whether the attachment status of the teacher was
secure-continuous, secure-earned, or insecure, the ability of the teacher to be
resilient in the face of the stress was affected.

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ACKNOWLEDGEMENTS
This project began when in my role as a marriage and family therapist I
worked with students and teachers to resolve behavioral issues that interfered
with a student’s ability to function academically. I noticed that the response of
the teacher toward student behavior seemed to make a difference in whether or
not the student would progress. Dr. Schnorr listened to my ideas and affirmed
my desire to explore this relationship in the doctoral program. Toward this end,
my longtime friend, Teresa Constant, affirmed and supported my entry into the
program. From then on, Dr. Piller continued this process. Dr. Piller’s gentle
encouragement and belief that this project was well worth doing made the
difference for me. From beginning to end, the support of those in Cohort 3 has
been amazing. Foremost, Dr. Brands has shared my interest in the topic of
supporting teachers and students. As a member of my committee, she has been
instrumental in helping me complete the project. Finally, the friends who have
surrounded me with love and support over the years has kept me focused and
determined to complete the task. To all, please know that my appreciation and
gratitude is heartfelt. I know that none of us accomplishes anything of worth
alone.

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DEDICATION
I dedicate this project to the teachers and students who over the years
have taught me so much about human strength and resilience in the face of
sometimes overwhelming difficulties.
TABLE OF CONTENTS
ABSTRACT ........................................................................................................ iii
ACKNOWLEDGEMENTS ..................................................................................... iv
LIST OF TABLES ............................................................................................... viii
LIST OF FIGURES ............................................................................................... ix
CHAPTER ONE: INTRODUCTION ...................................................................... 1
Problem Statement .................................................................................. 10
Purpose of the Study ............................................................................... 13

Research Questions ................................................................................ 14

CHAPTER TWO: LITERATURE REVIEW .......................................................... 16
Historical Background .............................................................................. 17
Attachment Theory as a Factor in the Classroom .................................... 21

Theoretical Framework for Teacher-Student Relationships ..................... 26

The Evolution of Attachment Theory ........................................................ 27

The Structure of the Attachment Relationship ......................................... 30

Contextual Activation of Attachment Behavior ......................................... 32

The Role of Emotion in Regulating Attachment Behavior ........................ 32

The Role of Cognitionin Regulating Attachment Behavior ....................... 33

The Role of Dynamic Processes in Attachment Relationships ................ 35

The Role of Behavioral Systems of Fear and Exploration ........................ 35

Honorable Mention - The Role of the Sociable System ........................... 36

Unlocking the Mystery of the Caregiving System ..................................... 38

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Attachment Status and Its Effect on Child Development.......................... 40

Classroom Dynamics – What the Student Brings .................................... 41

Classroom Dynamics – What the Teacher Brings ................................... 53

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY
Introduction .............................................................................................. 58

Research Design ..................................................................................... 60

Data Collection Procedures ..................................................................... 61

Permissions ............................................................................................. 62

Data Analysis ........................................................................................... 62

CHAPTER FOUR: RESULTS
Overview .................................................................................................. 64
The Teacher Relationship Interview (TRI) .............................................. .67

Results of Teacher Interviews ....................................................... 70

Construct: Sensitivity of Discipline ..................................... 71

Construct: Secure Base ..................................................... 74

Construct: Perspective-Taking ........................................... 79

Construct: Neutralizing Negative Affect ............................. 85

Construct: Agency/Intentionality ........................................ 87

Construct: Helplessness .................................................... 93

Construct: Anger/Hostility .................................................. 96

Construct: Positive Affect ................................................... 97

Construct: Global Coherence .......................................... 101
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The Student-Teacher Relationship Scale (STRS) ................................. 103

Relationship Attachment Style Test ....................................................... 107

Summary ............................................................................................... 108

CHAPTER FIVE: RECOMMENDATIONS AND CONCLUSIONS

Discussion ............................................................................................. 112

Conclusions ........................................................................................... 116

Recommendations ................................................................................. 118

Limitations of Study ............................................................................... 119

Recommendations for Educational Leaders .......................................... 119

APPENDIX A: TEACHER INTERVIEW QUESTIONS ...................................... 120

APPENDIX B: STUDENT-TEACHER RELATIONSHIP SCALE (STRS) ......... 123
APPENDIX C IRB APPROVAL ........................................................................ 125
REFERENCES ................................................................................................. 128

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