An exploration of teachers' empathic leadership on students' emotional well-being

Abstract

This study explores the factors influencing empathic leadership among teachers and the challenges in its implementation. Findings indicate that teacher experiences, institutional culture, and pedagogical philosophy are key factors affecting teachers' ability to apply empathy. Teachers working in schools with a culture that supports emotional well-being are more likely to demonstrate empathy in their interactions with students. However, there is a significant gap in the application of empathetic principles, primarily due to an excessive focus on academic achievement and administrative demands. To address these challenges, intensive training focused on developing empathetic skills and cultural shifts within schools towards collaboration and reduced administrative burdens are necessary. The impact of empathetic leadership on student well-being is also identified. Research results show that students interacting with empathetic teachers experience increased self-confidence, higher engagement in learning, and better social relationships. This study employs a qualitative approach with a case study design, involving in-depth interviews and observations at three elementary schools in Bandung. Participants consisted of 15 purposefully selected teachers representing diverse backgrounds. The findings indicate that the application of empathetic leadership not only benefits teachers but also contributes to the emotional well-being of students, highlighting the need for systemic support to facilitate these changes within the school environment.