Technology-Supported Attachment Techniques in Education: A Survey of Teachers’ Practices and Needs
TL;DR
The study emphasizes the importance of embedding attachment principles within digital professional learning ecosystems to enhance teachers’ socioemotional competencies and inclusive teaching practices by integrating e-learning tools, peer collaboration, and institutional support.
Abstract
This study investigates teachers’ understanding, application, and perceived effectiveness of attachment techniques in inclusive schools in West Sumatra, with particular attention to technology-supported professional development. A quantitative survey design was employed to examine teachers’ practices, awareness, and challenges related to attachment-based approaches in inclusive education. Data were collected from 30 primary and secondary school teachers using an online questionnaire and analyzed using descriptive statistics. The findings indicate that although a majority of teachers (62.1%) recognize the importance of attachment-based strategies, more than half (58.6%) report limited comprehension, suggesting a persistent knowledge gap in socioemotional pedagogy. While 51.7% of teachers regularly apply attachment techniques in their classrooms, only 37.9% perceive them as highly effective. This reflects inconsistent implementation influenced by insufficient training, time constraints, limited access to professional development opportunities, and inadequate institutional support. The results also reveal strong demand for e-modules (93.1%) and blended learning formats, highlighting teachers’ preference for flexible, technology-supported professional learning. Furthermore, administrative leadership and supportive school policies were identified as key factors in sustaining the effective integration of attachment-based practices. Schools that provide adequate resources and encouragement enable teachers to develop stronger relational competencies and instructional adaptability. Overall, the study emphasizes the importance of embedding attachment principles within digital professional learning ecosystems to enhance teachers’ socioemotional competencies and inclusive teaching practices. By integrating e-learning tools, peer collaboration, and institutional support, education systems can foster emotionally supportive and technologically empowered teachers who are better equipped to address diverse student needs. Future research should involve larger samples and longitudinal designs to further develop and evaluate digital frameworks for teacher professional development.