Determination of empathic skill levels of classroom teachers

The aim of this study is to determine the empathic skill levels of primary school teachers, to examine the relationship between these skills and demographic variables, and to explore their reflections in classroom practices in depth. The research was conducted using an explanatory sequential mixed-methods design. Quantitative data were collected from 350 primary school teachers through the Teacher Empathy Scale. Qualitative data were obtained through semi-structured interviews with nine teachers. Descriptive statistics, independent samples t-test, one-way ANOVA, and Tukey HSD test were applied in the analysis of quantitative data. Qualitative data were analyzed using content analysis. According to the findings, teachers' empathic skills were found to be generally high. Cognitive empathy scores were high across all groups, with no statistically significant differences based on demographic variables. Only a significant difference was found in the negative emotional empathy dimension according to the location where the task was performed. It was determined that teachers working in rural areas had a higher level of negative emotional empathy than those working in district centres. According to gender variables, positive emotional empathy is higher among female teachers, but this difference is not statistically significant despite approaching the significance threshold. Qualitative findings revealed that empathic skills are shaped by professional experience, parenthood, and personality traits. Teachers were found to actively use both cognitive and emotional empathy in their classroom practices. Empathic communication was shown to enhance students' self-confidence, participation, and academic motivation. Traits such as maternal tendencies, emotional disposition, and professional experience were highlighted as influential in developing empathy. The empathic bond established with students was found to have a positive impact on learning processes.