Department of Psychology, University of Turin, Via Verdi 10, 10124 TO, Turin, Italy.
Department of Philosophy and Education Sciences, University of Turin, Turin, Italy.
Sci Rep. 2024 Sep 29;14(1):22587. doi: 10.1038/s41598-024-70836-2.
The role of teacher empathy is recognized as a key factor in improving teacher-student interaction, motivation and academic performance. Despite the importance of teacher empathy, its role in promoting inclusive education is still largely unknown. High levels of empathy are not necessarily associated with greater ability to implement inclusive education, as they can lead to excessive emotional engagement and stress, which negatively affect teachers' abilities. Therefore, the present study explored whether the relationship between high empathy and perceived ability to implement inclusive education could be moderated by other variables, such as emotional self-efficacy and gender. A large sample of Italian support teachers (N = 739; M = 37.7; females = 86.9%) was recruited for this study. We found that higher levels of empathy were related to higher levels of self-efficacy in inclusive education, especially when levels of emotional self-efficacy were higher. This relationship was only found for female teachers. The results contribute to knowledge about the role of teachers' empathy for inclusion as well as the moderating role of the ability to regulate negative emotions. The study has implications for pre-service teacher education and in-service teacher training.
教师同理心的作用被认为是改善师生互动、激发学习动机和提升学业表现的关键因素。尽管同理心至关重要，但它在推动全纳教育方面的作用在很大程度上仍未被了解。同理心水平高并不一定与实施全纳教育的能力更强相关，因为它可能导致过度的情感投入和压力，从而对教师的能力产生负面影响。因此，本研究探讨了同理心水平与实施全纳教育的感知能力之间的关系是否可以被其他变量（如情绪自我效能感和性别）所调节。本研究招募了大量的意大利支持教师（N=739；M=37.7；女性=86.9%）作为研究对象。我们发现，同理心水平越高，全纳教育的自我效能感就越高，尤其是当情绪自我效能感水平较高时。这种关系仅在女性教师中发现。研究结果有助于了解教师同理心在包容方面的作用以及调节负面情绪能力的调节作用。该研究对职前教师教育和在职教师培训具有启示意义。
