Teacher Attunement: Concept, Challenges, and the Way Forward

Abstract

This paper explores the concept of teacher attunement, defined as the ability of educators to perceive and respond effectively to students' emotional and academic needs. Recognizing the importance of attunement in fostering a supportive and effective learning environment, the study delves into the challenges educators face in achieving attunement, particularly at the primary school level. Through a qualitative approach, open-ended questions were used in group interviews with both male and female primary school staff to gather insights into their understanding of teacher attunement and the challenges they encounter in the classroom. The data was analyzed, and key themes emerged, highlighting the historical context of teacher attunement and the specific obstacles that educators face today. The paper also proposes strategies for enhancing attunement at the school level, emphasizing the role of professional development in equipping teachers to better address diverse student needs.