A Context-Based Examination of the Relationship between Teachers' Ability to Empathize and Their Ability to Manage the Classroom

Abstract

Most of the time, people prefer to use their body language as a way to communicate without words. For empathy in these situations, you also need to be good at communicating without words. To understand what people are really thinking and feeling, you need to be able to read their body language and facial expressions. This takes empathy skills. Empathy helps explain things like illusions, feelings, and moral feelings. Empathy brings behaviors and feelings to the same level. Empathy is important on an instinctual level. Empathy first showed up in psychology, where it was found that when empathy worked, so did the therapy. People's lives have been shown to get better in places where empathy education is taught. Empathy makes life better, and it is a process that affects the whole person. Assuming that empathy has a big effect not only on relationships and behaviors but also on learning, this effect is likely to depend on how much empathy teachers show. Taking into account the existing body of literature pertinent to the topic at hand, the purpose of this study is to investigate, on the basis of this context, the relationship between the ability of teachers to demonstrate empathy and their capacity to manage a classroom.