Abstract
Purpose. The purpose of this study is to determine whether behaviors of principal-identified empathic fourth-through fifth-grade teachers serving in schools with high population of students at risk, in one demographically diverse Southern California school district, coincide with highly effective practices that promote emotional support as defined in the emotional support domain of the Teaching through Interactions Framework. Methodology. This study is a qualitative, descriptive single case study. Observations and semi-structured interviews were conducted among four principal-identified empathic fourth- through fifth-grade teachers. School demographics and school assessment records were also reviewed. Findings. Observational findings indicated that empathic teachers' behaviors coincided with highly effective emotionally supportive practices. Additional findings included (a) empathic teachers understand both cognitive and affective empathy, (b) both professional and personal experiences influence empathic practice, (c) empathic teachers value empathy and emotional support, (d) empathic teachers feel supported by their institutions, (e) teacher empathy provides support to students. Conclusions. Further research should examine teacher empathy and classroom emotional support as it relates to students' social/emotional development and academic learning. Students' perspectives on empathic teaching should be explored. Recommendations. The researcher recommends that educational policy and practice focus more heavily on empathy and emotional support. The researcher also recommends that school districts, educational leaders, and teacher preparation programs re-evaluate the ways they support the development of empathy and establish organizations where empathy is modeled and developed. It is also recommended that educators take an active role in ensuring that educational institutions support their empathic practice.