Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes

Educational Psychology Review, Journal Year: 2022, Volume and Issue: 34(3), P. 1177 - 1216

Published: March 10, 2022

Abstract Teachers’ social-emotional competence has received increasing attention in educational psychology for about a decade and been suggested to be an important prerequisite the quality of teacher-student interactions student outcomes. In this review, we will summarize current state knowledge association between one central component teachers’ competence—their empathy—with these indicators teaching effectiveness. After all, empathy appears particularly promising determinant explaining high-quality interactions, especially emotional support students and, turn, positive development from theoretical perspective. A systematic literature research yielded 41 records relevant our article. Results indicated that teachers reporting more with victims bullying hypothetical scenarios greater likelihood intervene. However, there was neither consistent evidence relationship degree which they supported emotionally general, nor classroom management, instructional support, or Notably, most studies asked self-evaluation their empathy, whereas assessments based on objective criteria were underrepresented. We discuss how methodological decisions limit conclusions can draw prior outline perspective future empathy.

Language: Английский

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AI to the rescue: Exploring the potential of ChatGPT as a teacher ally for workload relief and burnout prevention

Research and Practice in Technology Enhanced Learning, Journal Year: 2023, Volume and Issue: 19, P. 023 - 023

Published: Sept. 19, 2023

This research investigates the effectiveness of AI generative ChatGPT as a teacher assistant to reduce workload and prevent burnout in secondary schools. Lesson planning content development were significant contributors burnout. In response, was tested with tailored queries for English, science, math subjects, utilising an explanatory approach assess ChatGPT’s capabilities personalised development, given that there is limited available information around this topic. The study highlights benefits through task-specific prompts AI-human collaboration. Aligned UAE’s integration objectives, emphasises balanced use educational reform potential. Integrating tools optimises planning, enhances instructional support, refines resource allocation, contributing AI’s academic potential while stressing mitigation’s importance advancement.

Language: Английский

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From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill

Language Teaching Research, Journal Year: 2024, Volume and Issue: unknown

Published: April 4, 2024

Language teaching is a highly emotional profession that can affect the teachers’ well-being and learners’ achievement. However, studies have yet to explore potential of positive psychology interventions artificial intelligence (AI) tools promote psycho-emotional aspects second language (L2) teachers learners. Further, regarding effectiveness AI in promoting skills could been expansive. Responding these gaps, researchers chose ChatGPT, an AI-powered chatbot capable generating natural coherent texts, as tool foster emotions interactions between Iranian English ( n = 12) learners 48) L2 writing context. We operationalized ChatGPT three-phased instruction protocol (CGWIP): (1) planning phase, where used brainstorm ideas generate outlines for each session; (2) engage process, analyse reflect on their drafts, (3) assessment simulate IELTS exam provided detailed constructive feedback further tested CGWIP self-efficacy before after 10-week program. The Independent Samples t-test results showed significantly enhanced compared control group. Also, One Way ANCOVA revealed improved effects persisted over time. study implied nurture efficiency by helping them various instruction, including brainstorming, revising, providing feedback, assessment, which turn, improves skills.

Language: Английский

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Interventions to Teacher Well-Being and Burnout A Scoping Review

Educational Psychology Review, Journal Year: 2025, Volume and Issue: 37(1)

Published: Jan. 28, 2025

Language: Английский

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Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers

Learning and Instruction, Journal Year: 2016, Volume and Issue: 50, P. 21 - 30

Published: Dec. 1, 2016

An imbalance between work-related stressors and resources, which we refer to as stress exposure, is often found impair teachers' occupational well-being. However, the psychological mechanisms that explain this relationship are mostly unknown. We assumed satisfaction of basic needs for competence, relatedness with students, colleagues acts a mediator. To test assumption, conducted two-week diary study 152 beginning teachers. A multilevel within-subject mediation analysis showed teachers felt less work enthusiasm more emotional exhaustion on days when exposure was high. Whereas competence students explained association enthusiasm, need mediated exhaustion. Additionally, least experienced not satisfied. These findings add our understanding daily intra-individual processes affecting

Language: Английский

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Teacher Job Stress and Satisfaction in Urban Schools: Disentangling Individual-, Classroom-, and Organizational-Level Influences

Behavior Therapy, Journal Year: 2017, Volume and Issue: 49(4), P. 494 - 508

Published: Dec. 16, 2017

Language: Английский

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Work Burnout and Engagement Profiles Among Teachers

Frontiers in Psychology, Journal Year: 2019, Volume and Issue: 10

Published: Oct. 4, 2019

The focus of the current study was to examine teachers' well-being in terms work engagement and burnout by using a person-oriented approach. participants (n = 149, 70.5 % female) were subject-matter teachers from 22 schools metropolitan Helsinki area Finland. first aim kinds profiles we can identify based on among teachers. second how identified differed job-related demands resources personal resilience. Based demands-resources model, expected find that differ key demands. sample acquired as convenience data collected online self-report questionnaires. measures engagement, burnout, demands/resources (workload control) resilience resource. In addition, changes effects economic circumstances accounted for with two binary variables assessing effect class sizes material resources. We teachers: engaged (30 %) engaged-burnout (70 profiles. found those profile group had more job resources, such control resilience, whereas experienced demands, workload.

Language: Английский

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Dual Stressors and Female Pre-school Teachers' Job Satisfaction During the COVID-19: The Mediation of Work-Family Conflict

Frontiers in Psychology, Journal Year: 2021, Volume and Issue: 12

Published: June 8, 2021

Online education has become a vital weapon to fight against the COVID-19 epidemic in world. In home-based online environment, female pre-school teachers are expected balance dual roles of teacher and mother at same time, which may trigger work-family conflict. Although previous studies analyzed individual stressors, conflict its outcomes, there is little research on teachers' work parenting experience during major public health emergencies. The current study examined associations among overload, stress, conflict, job satisfaction COVID-19. Seven hundred eighteen with children who worked home participated study. Female reported that increased overload stress. Moreover, was negatively associated via positive association work-to-family Parenting stress both family-to-work contributes better understanding satisfaction. Our findings highlighted potential avenues for interventions aimed balancing family improving their

Language: Английский

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Teacher Stress and Students’ School Well-being: the Case of Upper Secondary Schools in Stockholm

Scandinavian Journal of Educational Research, Journal Year: 2019, Volume and Issue: 64(6), P. 816 - 830

Published: June 5, 2019

Stress and stress-related complaints such as fatigue depressed mood are common among teachers. Yet, knowledge about the links between overall level of teacher stress within a school individual student outcomes is scarce. This study investigates if levels teacher-reported stress, associated with students' ratings their satisfaction perceived caring, respectively. Data derives from two separate data collections performed in upper secondary schools 2016, Stockholm School Survey (SSS) Teacher (STS), which were linked together (5367 students 1045 teachers 46 schools). Two-level linear regression analyses performed. Results showed negative associations school-level fatigue, even when controlling for student- sociodemographic characteristics. The findings suggest that may have implications students.

Language: Английский

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Schooling and Children's Mental Health: Realigning Resources to Reduce Disparities and Advance Public Health

Annual Review of Clinical Psychology, Journal Year: 2017, Volume and Issue: 13(1), P. 123 - 147

Published: April 4, 2017

Schools have long been the primary setting for children's mental health services but neither resources nor expertise to manage these independently. The critical importance of school success adjustment provides a strong rationale schooling as an essential component services. In this article, we review evidence how and coalesce, suggesting alignment community that prioritizes successful key outcome. We describe collaborative principles ecological practices advance public focus on while also reducing burden schools maintain close with model illustrating in high-poverty urban propose future directions research practice promote positive all children youth.

Language: Английский

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