Literaturnachweis - Detailanzeige
Autor/inn/en | Platsidou, Maria; Agaliotis, Ioannis |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |