Does Empathy Predict Instructional Assignment-Related Stress? A Study in Special and General Education Teachers

Autor/inn/en	Platsidou, Maria; Agaliotis, Ioannis
Titel	Does Empathy Predict Instructional Assignment-Related Stress? A Study in Special and General Education Teachers
Quelle	In: International Journal of Disability, Development and Education, 64 (2017) 1, S.57-75 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2016.1174191
Schlagwörter	Foreign Countries; Empathy; Predictor Variables; Stress Variables; Special Education Teachers; Elementary School Teachers; Well Being; Primary Education; Measures (Individuals); Perspective Taking; Comparative Analysis; Scores; Teacher Attitudes; Fantasy; Psychometrics; Multiple Regression Analysis; Statistical Analysis; Greece; Interpersonal Reactivity Index + Suchen Sie Ihr Suchwort? Ausland; Empathie; Prädiktor; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Well-being; Wellness; Wohlbefinden; Primarbereich; Messdaten; Zukunftsperspektive; Lehrerverhalten; Fantasie; Psychometry; Psychometrie; Statistische Analyse; Griechenland
Abstract	The role of empathy in the teaching profession has been vastly investigated in relation to its effect on students, but research on how teachers' empathy affects their own well-being at work is limited. This study investigated empathy and instructional assignment-related stress factors of primary school teachers serving in general or special education; moreover, it investigated if empathy predicted instructional assignment-related stress. Data were collected from 190 primary school teachers using the Interpersonal Reactivity Index and the Inventory of Job-related Stress Factors. Teachers reported moderately high levels of perspective-taking and empathic concern and lower levels of fantasising and personal distress. Also, they reported moderate to low levels of stress regarding instructional assignment-related factors. General and special education teachers did not differ in their reported scores on empathy or stress-related factors. Finally, it was found that instructional assignment-related stress factors can be predicted by personal distress and fantasising; however, the core empathy skills (empathic concern and perspective taking) were not found to be strong predictors of the stress factors tested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01