The Development Of Teacher’s Empathy Based On Social Exclusion Paragigm

Social exclusion is a phenomenon and process that one’s certain need of belonging and relationship was seriously impeded when individual was rejected by other group or individual. This phenomenon occurs very often on campus and seriously affects the victims’physical and mental health. It calls for a extensive attention by researchers as well as teachers. It is necessary for teachers, who are the one of major educational force in school education, to maintain empathy, explore students’inner world as well as experience what they were thinking and feeling so as to improve communication between them via a more considerate way and their own professional development. However, there is no specific measurement of teacher’s empathy at present in China. This research was designed to develop a teachers’ empathy questionnaire based on a set of social exclusion events so as to get to know teachers’ ability for empathy. And the measurement is fit for the professional particularity of teacher. It aims to provide a more valid evaluation tools for estimating pre-service teachers’empathy ability and improving their empathy training as well as enrich the researches on the theory of teachers’empathy.Two experiments were conducted in order to explore an initiate material and questionnaire for teachers’ empathy. In the first study, we investigate a total of100primary school students and38teachers in middle and primary school to estimate the exclusion events occurs between students. And then, an initiate material which used to elicit teachers’empathy was explored based on the classification of different excluded events, script of writing, capture and record of video, standardization of video and so on. In the second study, we explored the teacher’s empathy questionnaire based on social exclusion paradigm by the method of literatures analyzing and questionnaire investigating. And then three dimensions (cognitive empathy, emotional empathy, and behavior empathy) were divided by using Student’s t test, correlation analysis, exploratory factor analysis, confirmatory factor analysis. This questionnaire is with high construct and criterion validity.The results showed that the social excluded events used to elicit teachers’ empathy with high validity. Teachers’ empathy which consisted of the dimension of cognitive empathy, emotional empathy and behavior empathy, which consisted of one exposed video and25items, are both with high reliability and validity. It is a valid evaluation tools for estimating pre-service teachers’empathy ability. According to the studies, the collusion is that the empathy measurement based on the social exclusion event is better to reflect the professional particularity of teacher and to measure teachers’empathy ability more accurately.