Building Empathic Relationships Between Teachers and Students: A Psychodynamic Perspective

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This study aims to explore and analyze the importance of building empathic relationships between teachers and students in basic education, focusing on psychodynamic elements that influence these interactions. This study uses a qualitative approach with a case study method. Participants consisted of teachers and students from several elementary schools, selected through purposive sampling. The instruments used include semi-structured interview guidelines and direct observation in class, the research was analyzed using content analysis methods. Thematic analysis shows some psychodynamic elements that play a key role in building empathic relationships between teachers and students. Teacher self-awareness of student feelings and responses, clear identification of roles in class, and conflict management with a psychodynamic approach are important factors in creating healthy empathic relationships. The results show that understanding psychodynamic elements can increase the effectiveness of teachers in building empathic relationships with students. Practical implications include the development of teacher training that incorporates psychodynamic aspects to improve the quality of interactions in class. In the context of basic education, an in-depth understanding of the psychodynamic elements in teacher-student relationships makes a positive contribution to building empathic relationships that support students' learning experiences. Recommendations for further research include further exploration of educational interventions that can strengthen these psychodynamic elements.