Teacher Professional Identity on Teacher Empathy: The Moderating Roles of Competence and Growth Values and Ego-Resilience

Abstract

Teacher empathy is important in reducing students' aggressive behavior, strengthening interpersonal cooperation, and promoting prosocial behavior. Previous research has shown that empathy could be predicted by a teacher's professional identity, but little is known about the moderating factors affecting the relationship between professional identity and teacher empathy. This study was conducted to examine the moderating roles of competence and growth values, and ego-resilience in the relationship between teacher professional identity and empathy. Using the convenience sampling method, 1200 teachers from kindergarten, primary, and secondary schools participated in this study by using an online network platform. Regression analysis was used to examine the moderating effects. These results showed that: (1) Teacher empathy was positively associated with teacher professional identity; (2) when teachers have high levels of competence and growth values and ego-resilience, the influenced effect of professional identity on empathy was the most. Improving teachers' professional identity, competence and growth values, and ego-resilience could strengthen teachers' empathy.