Teacher empathy shows no consistent relationship with classroom management or instructional support¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In seven of ten studies there was no statistically significant relationship between teachers' empathy and classroom management (83% of effects not significant). → Karen Aldrup · Bastian Carstensen · Uta Klusmann 2022 q3 i? Instructional support showed similarly weak links, consistent with the review's theoretical argument that these domains depend more on specific knowledge than on empathy. → Karen Aldrup · Bastian Carstensen · Uta Klusmann 2022 (2)

Evidence¶

Karen Aldrup · Bastian Carstensen · Uta Klusmann 2022¶

Karen Aldrup · Bastian Carstensen · Uta Klusmann. (2022). Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09649-y

q3 · i? · review · r3

Vote-counting synthesis: 83% of classroom-management effects were not statistically significant. Exceptions occurred mainly when both predictor and outcome were teacher self-reported, e.g., Hu et al. (2018) found self-reported emotional perception linked to self-reported (r = .38) but not observer-rated management (r = .03).

"In seven of ten studies spanning early childhood to tertiary education, there was no statistically significant relationship between teachers’ empathy and classroom management"

Karen Aldrup · Bastian Carstensen · Uta Klusmann 2022 (2)¶

Karen Aldrup · Bastian Carstensen · Uta Klusmann. (2022). Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09649-y

q3 · i? · review · r3

Theoretical and empirical synthesis: the review argues classroom management and instructional support also require classroom management and pedagogical content knowledge, so empathy should play a less central role than for emotional support; the printed results (Table 5) support this weaker expectation.

"classroom management includes several facets that go beyond empathy, for example, productive use of time and establishment of rules"

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Evidence for a relationship between teacher empathy and general emotional support is inconsistent, with positive findings concentrated in self-report-only studies — related
• Antecedent-focused emotion regulation strategies are linked to higher-quality teacher-student interactions and better classroom management — related