Η επίδραση της ενσυναίσθησης διευθυντή σχολικής μονάδας στο μοντέλο διοίκησης

Abstract

In recent decades, more and more scholars are engaged in empathy, to distinguish, explore and deepen the concept and its impact on various areas of our lives. The present work is an attempt to highlight the effect of the empathy of the principals of primary /secondary education in the choice of school management model. The starting point was the tendency to move away, in modern times, from the perception that considers the employee as a one-dimensional productive unit and the shift to the recognition of emotions, with the ultimate goal of better interpersonal relationships and better management of organizations by their leaders. Leadership is expressed like all human relationships and this requires time, effort, understanding, etc. Therefore, in order to achieve these, a leader needs to have developed the ability of empathy. Empathy is mainly divided into two types, cognitive empathy, which is the ability of individuals to embrace the views of others and understand their reactions, and emotional or emotional empathy, which has three sub-dimensions: personal anxiety, emphatic anxiety, and imaginary empathy. In the field of administration - leadership we find three leadership models that are applied in the field of education and are transformational leadership, transactional leadership, and passive / avoidable leadership. The research involved directors of primary /secondary education (N = 133). Survey participants completed the Interpersonal Reactivity Scale (Davis 1980) and the Avolio & Bass Multifactor Leadership Questionnaire (MLQ) to assess leadership characteristics. High levels of empathy and especially cognitive empathy and apply the principles of transformational leadership. Based on the findings of the research the theory is strengthened that empathy influences the management process.