Teacher Empathy in Education: A Multi-Method Study

Abstract

This study aims to provide practical ideas by evaluating the role of empathy in education in the development of academic achievement, social participation, social relations, communication and problem-solving skills of children who will play a key role in shaping Türkiye’s future by revealing teachers' perceptions of empathy. In order to determine the teachers' opinions and attitudes towards empathy skills, a convergent parallel design was used, which is a multi-method method. In the quantitative dimension of the study, the study group included 100 social studies teachers working in the provincial and district centers of Kastamonu in the 2024-2025 academic year. The study group for the qualitative dimension of the study included 30 social studies teachers working in the provincial and district centers of Çankırı. As the data collection tool, “Teacher Empathy Scale” was used in the quantitative phase of the study, and “Teacher Empathy Interview Form” was used in the qualitative phase. The quantitative data in the study were analyzed using descriptive statistics, and the qualitative data were analyzed using content analysis. According to the results of the research, it was determined that social studies teachers' empathy skills with their students were above average, and they agreed. Teachers described empathy as putting themselves in the other person's shoes. They stated that teachers told stories to help their students cope with the challenges they faced, emphasized that challenges were a natural part of life, worked together to find solutions, communicated, made students feel supported, collaborated with other teachers, referred students to counseling services, and contacted civil society organizations.

Keywords

• Empathy
• Education
• Skill
• Teacher

Eğitimde Öğretmen Empatisi: Çoklu Yöntemli Bir Araştırma

Abstract

Bu çalışmada, öğretmenlerin empati algılarını ortaya koyarak Türkiye’nin geleceğinin şekillenmesinde kilit rol oynayacak çocukların akademik başarıları, toplumsal katılımları, sosyal ilişkileri, iletişim ve problem çözme becerilerinin gelişiminde empatinin eğitimdeki rolüne ilişkin değerlendirmeler yaparak uygulamaya dönük fikirler elde etmek amaçlanmıştır. Öğretmenlerin empati becerisine yönelik görüş ve tutumlarının belirlenmesi amacıyla çoklu yöntemlerden yakınsayan paralel desen kullanılmıştır. Araştırmanın nicel boyutunda çalışma grubunu 2024-2025 eğitim öğretim yılı Kastamonu il ve ilçe merkezinde görev yapan 100 sosyal bilgiler öğretmenidir. Araştırmanın nitel boyutundaki çalışma grubunu Çankırı il ve ilçelerinde görev yapmakta olan 30 sosyal bilgiler öğretmenidir. Veri toplama aracı olarak çalışmanın nicel aşamasında “Öğretmen Empati Ölçeği” nitel aşamasında ise “Öğretmen Empati Görüşme Formu” kullanılmıştır. Araştırmada nicel veriler betimsel istatistik yöntemiyle, nitel veriler içerik analiziyle çözümlenmiştir. Araştırma sonucuna göre sosyal bilgiler öğretmenlerinin öğrencileri ile ilgili empati becerilerinin orta düzeyin üzerinde ve katılıyorum şeklinde olduğu belirlenmiştir. Öğretmenler empatiyi karşısındaki kişinin yerine kendini koymak olarak belirtmişlerdir. Öğretmenlerin öğrencilerinin karşılaştıkları zorluklarla başa çıkabilmeleri için hikâye anlattıklarını, zorlukların hayatın doğal parçası olduğunu ifade ettiklerini, birlikte çözüm bulmaya çalıştıklarını, iletişim kurduklarını, öğrencinin yanında olduğunu hissettirdiklerini, diğer öğretmenlerle iş birliği yaptıklarını, rehberlik servisine yönlendirdiklerini ve sivil toplum kuruluşlarıyla iletişime geçtiklerini ifade etmişlerdir.

Keywords

• Empati
• Eğitim
• Beceri
• Öğretmen

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