The Role of Students’ Emotional Attachment in Predicting Perceived Teaching Effectiveness
The Role of Students’ Emotional Attachment in Predicting Perceived Teaching Effectiveness

Summary/Abstract: The quality of student-teacher relationships plays a fundamental role in shaping the effectiveness of teaching and the overall learning experience. Traditional research in educational psychology has primarily focused on the cognitive aspects of learning; however, recent studies emphasize the importance of socio-emotional factors in academic success. This study examines the role of student emotional attachment as a predictor of teaching effectiveness, highlighting the importance of teacher-student relational dynamics in promoting engagement and academic performance. Objectives and Hypotheses: The primary objective of this study is to investigate whether students' emotional attachment to their teachers affects their perception of teaching effectiveness. The research hypothesis proposes that a higher level of student attachment to teachers is associated with an increased perception of teaching effectiveness. Methodology: A total of 128 university students participated in this study, completing three standardized psychological scales: the Teacher Attachment Measurement Scale, the Attachment Style Questionnaire (Collins & Read, 1990), and the Scale for the Evaluation of Teacher Effectiveness in Higher Education (Calaguas, 2020). Data analysis was conducted using Pearson correlation and linear regression models to examine the relationship between emotional attachment and perceived teaching effectiveness. Results: The findings indicate a strong and statistically significant positive correlation between attachment to the teacher and perceived teaching effectiveness (r = 0.668, p < 0.001). Additionally, regression analysis reveals that 44.6% of the vari ation in teaching effectiveness can be attributed to the level of student attachment to the teacher. These results suggest that students who develop a secure and positive relationship with their teachers are more likely to perceive them as effective educators. Conclusions: This study highlights the significance of emotional connections in the educational process, demonstrating that a strong teacher-student bond significantly enhances teaching effectiveness. The findings have practical implications for educational policies and teacher training, underscoring the importance of fostering supportive and trust-based relationships in the classroom. Future research should explore how teacher behaviors and institutional support further contribute to strengthening student attachment and engagement in learning environments.

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