A Study On The Relationship Between Empathy And Personality Traits Of Kindergarten Teachers In Parent-teacher Relationship

Constructing a good relationship between teachers and teachers is an important part of the work of co-education between families and kindergartens.Poor communication is one of dilemma often faced by kindergarten teachers.Empathy as a teacher's necessary professional ability in communication,is a key factor affecting the quality of parent-teacher relationship.This study aims to analyze the current situation of kindergarten teachers' empathy in the parent-teacher relationship,reveal the relationship between kindergarten teachers' empathy and personality traits,and try to provide reference for improving the empathy of teachers and improving the parent-teacher relationship of kindergarten teachers.This study randomly selected the in-service kindergarten teachers as the survey object,and used the combination of theoretical research and empirical research to explore the relationship between kindergarten teachers' empathy in the parent-teacher relationship and personality traits.In the theoretical research,by summarizing and analyzing existing literature,this study constructs the structural model of kindergarten teachers' empathy in the parent-teacher relationship,and determines the dimensions of kindergarten teacher' empathy in the parent-teacher relationship.In the empirical research,this study,on the basis of existing dimensions,compiles a questionnaire survey of kindergarten teachers' empathy in the parent-teacher relationship through interviewing with kindergarten teachers to measure the current situation of kindergarten teachers in the parent-teacher relationship.And the statistical methods of correlation analysis and regression analysis are used to explore the relationship between kindergarten teachers' empathy in the parent-teacher relationship and personality traits.The basic conclusions are drawn:1.Kindergarten teachers' empathy in the parent-teacher relationship is consists of three dimensions: opinion selection,emotional understanding and compassionate care.2.The general situation of kindergarten teachers' empathy in the parent-teacher relationship is above the average.3.In general,kindergarten teachers' empathy in the parent-teacher relationship exist significant difference in the age of the kindergarten teachers,however,there is no significant difference in teachers' educational age,educational background,professional title,position,type of kindergarten,level of kindergarten and location.4.Personality traits have a significant impact on the empathy of kindergarten teachers' empathy in the parent-teacher relationship.Among them,conscientiousness,extraversion,agreeableness and openness are significantly positively correlated with teacher empathy in parent-teacher relationship,while neuroticism is significantly negatively correlated with teacher empathy.Moreover,conscientiousness,openness and agreeableness can positively predict the empathy level of kindergarten teachers in the parent-teacher relationship,and their contribution rate decreases successively.Neuroticism was a negative predictor.Based on this,the researcher puts forward suggestions to promote the harmonious development of parent-teacher relationship from the perspective of kindergarten teachers: First,to examine and improve the personality traits of teachers.Secondly,to enhance teachers' empathy ability.Third,to cultivate teachers' learning ability.