ERIC Number: ED639514
Record Type: Non-Journal
Publication Date: 2022
Pages: 189
Abstractor: As Provided
ISBN: 979-8-3806-0775-9
ISSN: N/A
EISSN: N/A
A Phenomenological Study of How High School Teachers Experience, Exhibit, and Develop Empathy
Kristen V. McManis-Ricker
ProQuest LLC, Ed.D. Dissertation, University of Missouri - Columbia
This research addressed the need for qualitative research in teacher empathy and how teachers developed empathy. Data analysis of this phenomenological study revealed how high school teachers experienced, exhibited, and developed empathy towards students. Findings suggest that empathetic teachers view the purpose of education as a holistic approach in the development of the whole child and view students from an asset-based mindset with a student focus learning environment. Additionally, findings suggest that transformative interactions and experiences influence the development of teacher empathy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: Phenomenology, High School Teachers, Empathy, Teacher Student Relationship, Teacher Attitudes, Educational Environment, Transformative Learning
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A