The relation between empathy competence and class management skills of teachers (Hendek sample)

It was aimed to identify empathy notion and how the teachers' empathy skills affects their classroom management skills in this research. The sample of the study is composed of 301 teachers who were chosen by simple random sampling and work in public schoools in 2019-2020 academic year at Hendek, Sakarya. This research conducted via correlational survey model. Personal Information Form was improved to get informations about teachers' gender, age, marital status, professional seniority and their educational background. With the Empathy subscale of Emotional Intelligence Level in Working Life Scale which was improved by Titrek (2004), and the Classroom Management Skills scale that was prepared by İlgar (2007) had been used in this research. All of the data which had been acquired via Empathy subscale and classroom management skills scale to evaluate teachers' empathy and classroom management skills with personal details form were analyzed with SPSS 22.0. (Statistical Package For Social Sciences). According to the results of the research; it was observed that teachers' emphaty skills dimension is quite high. It was found that there is a significance difference between teachers' empathy skills about whether teachers have been educated about classroom management or not and graduation variable. It was observed that there is not any significance difference between teachers' empathy skills and gender, age, field of study, professional seniority, choosing the job willingly or not, having been educated about emotional intelligence or not variables. It was seen that there is a significance difference between the graduation item of teachers'on their classroom management skills. The significance difference is between the teachers who graduated from 'other' (faculty of science and letters, 2-years education high school, school of physical education and sports) and 'faculty of education' items and between 'yes, i chose it willingly' and 'i chose it with others' effect' items. It was seen that the relation between teachers' empathy skills and classroom management skills dimension is positively, reflective, medium-level and significant. It was observed that there is not any significant difference between the variables of teachers' gender, age, field of study, professional seniority, choosing the job willingly or not, having been educated about classroom management and emotional intelligence or not and classroom management skills. Keywords: Empahty, classroom management, classroom management skills, elementary school teachers