Abstract
Purpose. The purpose of this phenomenological study was to explore the livedexperiences of faculty members regarding perceived empathy from administrators and
faculties’ job satisfaction in Southern California community colleges.
Methodology. A qualitative phenomenological design was used to explore how the
perception of empathy from administrators can affect community college faculties’ job
satisfaction based on lived experiences. The researcher interviewed six participants, using
purposeful and criterion-based sampling. Validity and reliability were established using
the constructs of credibility, transferability, dependability, and confirmability.
Participants were interviewed using open-ended questions regarding their perceptions of
empathy from administrators and their job satisfaction.
Findings. Participants shared their perceptions of empathy from administrators and their
job satisfaction. Fifteen codes were extracted from the interviews and seven themes
emerged from these codes. The seven themes were explained including significant
statements from the participants.
Conclusions. The results of the study supported and expanded on research regarding the
perception of empathy and job satisfaction specific to the field of education. The
perception of empathy was found to be influenced by administrators’ effective
communication, caring behavior, and follow-through. Perceived empathy from
administrators influenced collaboration, instructors feeling valued, understood, and
supported, comfort with self-expression, and job satisfaction, collaboration, and
communication during times of crisis, such as during the COVID-19 pandemic.
Recommendations. This research study adds to the literature on the importance of
administrative empathy in education. Future research should include a larger sample size,
an increased number of schools involved, using quantitative methods, and exploring the
influence of gender and age on perceptions of empathy.