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Empatia učitel'ov a učiteliek : prierezová štúdia

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Sokolová L., Brozmanová E., Harvanová S., Jursová Zacharová Z., Lemešová M., Minarovičová K.
Československá psychologie (Czechoslovak Psychology)
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2019
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vol. 63
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issue 1
13-25
EN
Objectives. The goal of this descriptive study is to examine empathy among Slovak pre-service and in-service teachers based on Baron-Cohen‘s concept, to analyse the differences between primary and secondary school teachers across a career cycle, and to analyse correlations between teachers, empathy and professional personality characteristics. Sample and setting. The research sample consisted of pre-service and in-service teachers from Slovakia (N = 508, Mage = 26,44, 92% were females). Research questions. What is the teachers, empathy quotient compared to general population? What are the differences between primary and secondary teachers across the career cycle? How is teacher, s empathy related to other professional personality characteristics? Statistical analysis. The data were analysed in SPSS and AMOS software using descriptive statistics, Pearson correlation, 2x2 ANOVA and confirmatory factor analysis. Results. Both pre-service and in-service teachers scored higher in empathy than reported for general adult population. Women scored significantly higher than men, differences were found across career levels and teaching specialisations, however, not in their interaction. The empathy quotient appeared to correlate positively with social competences, mainly with sensitivity toward others and sociability. Based on the results the authors conclude that trainings of empathy and social skills should be implemented in teacher education. Study limitations. The results only relate to one theoretical concept of empathy. Similarly to other studies, a self-reported measure might be another limitating factor.
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