Comparison of attachment styles among Slovenian and Australian teachers in primary schools

Abstract

The aim of our research was to adapt the ECR-RT teacher questionnaire for the Slovenian context and to conduct a survey on the basis of this questionnaire to study, based on attachment theory, levels of anxiety and avoidance among Slovenian teachers. The ECR-RT methodological tool was designed to measure teachers’ levels of avoidance and anxiety and was used for the first time in primary and secondary schools in Australia. As part of our research, we collected responses from 779 teachers from primary schools in Slovenia using an online survey questionnaire. The results show that the anxiety level is M=43.3 (SD=17.3), while the avoidance level is M=51.4 (SD=16.8), with the avoidance level of Slovenian teachers being statistically significantly higher than that of Australian teachers. Given the relatively high levels of anxiety and avoidance among the teachers in our sample, we suggest the development of appropriate support programmes and supervision for teachers aimed at promoting emotional maturity and strengthening secure attachment. The results of our research highlight the importance of equipping teachers with self-awareness and emotion regulation skills in the educational process, which provides essential insights for possible curriculum changes at different levels of the education system. Our findings point to a strong need for further research on the attachment styles of teachers in Slovenia and abroad. We recommend that future research should also include secondary school teachers.