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The knowledge, motivation, and organization influences affecting the frequency of empathetic teaching practice used in the classroom: an evaluation study

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The knowledge, motivation, and organization influences affecting the frequency of empathetic teaching practice used in the classroom: an evaluation study

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Content Running head: EMPATHETIC TEACHER PRACTICE 1

The Knowledge, Motivation, and Organization Influences Affecting the Frequency of
Empathetic Teaching Practice Used in the Classroom: An Evaluation Study

by

Manoj Mahindrakar

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2019

Copyright 2019 Manoj Mahindrakar
EMPATHETIC TEACHER PRACTICE 2

ACKNOWLEDGEMENTS
Thank you, first and foremost to my beautiful wife Andrea. I was only able to commit to
and complete this strenuous and worthy journey with your support. Thank you for giving so
much of your time so that I could find the time to endeavor in this research. You handled many
added responsibilities with a smile and were generous with your encouragement and praise. I
could not have done any of this without you. Also, thank you to my wonderful children, Micah
and Lana. You too sacrificed and were understanding partners as you allowed your Daddy to
work quietly at “doctor school”. Many games, evenings and story times were issued a rain check
and now it is time to cash in. I hope you recognize how important education is to both your
parents and one day pursue your dreams to their fullest extent.
Thank you to my amazing advisor, Dr. Datta. Your energy, knowledge and guidance
were vital in helping me complete this dissertation. I am in awe of the many hats and
responsibilities you handle with absolute grace and professionalism. You an inspiration and a
true mentor. I would also like to thank Dr. Castruita and Dr. Cash. Both are honorable, wise and
kind exemplars of educators. Their advice, input and candid conversations were essential in
helping me produce a dissertation that I believe is meaningful and important. I am so
appreciative of your time and your guidance.
Last but not least, thank you to all my friends and colleagues who have encouraged me
along this journey. The Trojan network is strong, as many Rossier Alumni encouraged me to
pursue a doctorate at USC. Thank you for the push, it was an amazing experience. To new
friends made at USC during this journey, your kindness and encouragement were heartening and
motivating. I am proud to know you all and I am proud to be a Trojan. Fight on!

EMPATHETIC TEACHER PRACTICE 3

TABLE OF CONTENTS

Acknowledgements 2

List of Tables 5
List of Figures 6
Abstract 7
Chapter 1: Introduction 8
Introduction of the Problem of Practice 8
Organizational Context and Mission 9
Organizational Goal 9
Related Literature 10
Importance of the Evaluation 12
Description of Stakeholder Groups 13
Stakeholders’ Performance Goals 15
Stakeholder Group for the Study 16
Purpose of the Project and Questions 16
Conceptual and Methodological Framework 17
Definition of Terms 18
Organization of the Study 19

Chapter 2: Review of the Literature 20
Role of Empathetic Practice in Public School Teachers in the United States 21
Empathetic Practice and Students at Risk of Dropping Out 24
Teacher Empathetic Practice and Student Achievement 26
Clark and Estes’ (2008) Gap Analysis Theoretical Framework 28
Stakeholder Knowledge, Motivation, and Organization Factors 29
Knowledge Influences 29
Motivation 33
Organization 37
Summary 39
Conceptual Framework 40

Chapter 3: Methodology 43
Participating Stakeholders 44
Sampling 44
Data Collection and Instrumentation 48
Data Analysis 51
Credibility and Trustworthiness 52
Validity and Reliability 53
Ethics 54
Limitations and Delimitations 55
EMPATHETIC TEACHER PRACTICE 4

Chapter 4: Results and Findings 56
Overview of Purpose and Questions 56
Participating Stakeholders 57
Findings 59
Teacher Knowledge of Empathetic Practice 59
Teacher Motivation and Empathetic Practice 65
Organizational Influences on Empathetic Practice 72
Administrative Interview Data 80
Summary 82
Findings Synthesis 83

Chapter 5: Discussion and Recommendations 87
Recommendations for Practice to Address KMO Influences 87
Integrated Implementation and Evaluation Plan 98
Limitations and Delimitations 107
Future Research 108
Conclusion 109

References 112

Appendices 120
Appendix A: Survey Protocol 120
Appendix B: Teacher Interview 124
Appendix C: Administrative Interview Protocol 126
Appendix D: Survey Results 129
Appendix E: Immediate Evaluation Instrument Survey 155
Appendix F: Delayed Evaluation Instrument Survey 156

EMPATHETIC TEACHER PRACTICE 5

LIST OF TABLES

Table 1. Stakeholder Goals 15
Table 2. Knowledge Influences on Stakeholder Goal 31
Table 3. Motivational Influences on Stakeholder Goal 34
Table 4. Organizational Influences on Stakeholder Goal 38
Table 5. Summary of Knowledge Influences and Recommendations 88
Table 6. Summary of Motivation Influences and Recommendations 92
Table 7. Summary of Organizational Influences and Recommendations 95
Table 8. Outcomes, Metrics, and Methods for External and Internal Outcomes 99
Table 9. Critical Behaviors, Metrics, Methods, and Timing for Evaluation 100
Table 10. Required Drivers to Support Critical Behaviors 101
Table 11. Evaluation of the Components of Learning for the Program 104
Table 12. Components to Measure Reactions to the Program 105

EMPATHETIC TEACHER PRACTICE 6

LIST OF FIGURES
Figure 1. Conceptual Framework of Teacher Interaction with School District
and Stakeholder Goals 41
Figure 2. Participants in survey organized by content area 58
Figure 3. Participants in survey by years of teaching experience 58
Figure 4. Amount of empathetic practice training in pre-service 60
Figure 5. Professional development focused on empathetic practice 63
Figure 6. Survey response for student improvement after empathetic practice 66
Figure 7. Survey results for if teachers believe empathetic practice can be taught 67
Figure 8. Survey results for teacher belief on impact of empathetic practice 69
Figure 9. Survey results for teacher use of empathetic practice if student
achievement increased 70
Figure 10. Survey results for how likely teachers would be to participate
in empathetic practice training 74
Figure 11. Survey results for principal or curricular support team awareness
of empathetic practice 76
Figure 12. Survey results for principal value of teacher-to-student relationships 77
Figure 13. Survey results for principal likelihood to provide training 78

EMPATHETIC TEACHER PRACTICE 7

ABSTRACT
The purpose of this mixed methods study was to evaluate the degree to which teachers integrate
empathetic practice in the classroom and the related knowledge, motivation and organizational
influences that may prevent them from incorporating it with greater frequency. The study took
place in a suburban public-school district in Southern California. The researcher utilized a mixed
methods approach focusing on one comprehensive high school within the selected district. Math
and English teachers at this school were the target stakeholders for participation in a survey and
subsequent interview. The survey and interview questions sought to inform the researcher upon
the knowledge, motivation and organizational influences affecting the frequency and utilization
of empathetic practice by the participating teachers. The analysis focused on knowledge,
motivation and organizational influences related to achieving the stakeholder goal of
incorporating empathetic practice in the classroom with increased frequency by November 2018
utilizing the Clark and Estes (2008) gap analysis conceptual and methodological
framework. The findings of this assessment revealed that teachers possessed limited formal
knowledge about empathetic practice and how to utilize it in the classroom. The data also
indicated teachers were motivation to apply empathetic practice, however desired organizational
support in the form of training and administrative support. The findings of this study
emphasized the need for enhanced training, as well as administrative support and coaching as
well as collective organizational prioritization of teacher to student relationships. The
development and implementation of an effective plan to address these organizational issues
could shift schools to training and promoting empathetic practice to help increase student
achievement.

EMPATHETIC TEACHER PRACTICE 8

CHAPTER 1: INTRODUCTION
Introduction to the Problem of Practice
Teachers are not actively trained how to connect with, empower, and make their students
comfortable in the learning environment. While millions of dollars are spent each year on teacher
professional development, very few resources are invested in training teachers to be educators
who utilize empathetic practice (Ahmed, Minnaert, Van der Werf, & Kuyper, 2010). Teachers
who utilize empathetic practice are empathetic teachers, and empathetic teachers create authentic
relationships with their students, are perceived as caring by their students, and create safe
learning environments that fully engage their students (Ahmed et al., 2010). Empathetic teachers
are crucial to education, as teacher/student relationships are a foundational aspect of any
effective and positive learning environment (Barr, 2011). The importance of teacher empathy is
particularly highlighted considering the fact that students who rate their teachers highly in terms
of objective empathy regularly achieve higher than all others (Chang, Berger, & Chang,1981).
The need for empathetic teachers—and thus training in empathetic teacher practice—is
significant, because students who are at the highest risk of dropping out need teachers that they
can trust and relate to in order to stay in school and eventually graduate (McFarland, Murray, &
Phillipson, 2016). Schools invest a significant amount of time and money to teacher training and
professional development (Cherubini, Zambelli, & Boscolo, 2002). If teacher/ student
relationships are foundational to student achievement, but no training is focused specifically on
helping teachers build an empathetic practice that enables them to connect with students, a
significant gap and problem exists (Roorda, Koomen, Spilt, & Oort, 2011).

EMPATHETIC TEACHER PRACTICE 9

Organizational Context and Mission
The organization that was studied is represented by the pseudonym of California Coastal
High School in Orange County, California, United States. The mission of California Coastal
High School (CCHS) is to provide students with a world-class education that encourages
collaboration, communication, creativity, and critical thinking. CCHS is a comprehensive public
high school serving 3100 students in grades 9-12 in a city of approximately 64,000 residents
(U.S. Census, 2011). CCHS is among the oldest public high schools in its region, having initially
opened its doors in 1964. The CCHS student body is comprised of students aged 14-18, with
64% of the student body being White, 26% being Hispanic, and the remainder being Asian and
African American, as reported in their 2012 Wester Association of Schools and Colleges report.
CCHS employs 115 full-time certificated teachers, 64% of whom possess advanced degrees.
CCHS also employs 40 full-time support staff, such as academic advisors, secretaries, and
custodians, as well as 32 part-time support staff, such as campus supervisors and instructional
aides. Teacher empathy is directly linked to the mission of CCHS, as empathetic teacher-student
relationships enhance communication, collaboration, and student achievement (Ahmed et al.,
2010).
Organizational Goal

CCHS’s goal is to improve student achievement by 10% as measured by state testing
through the incorporation of increased teacher empathetic practice. This goal was established by
the leadership team at the school, which is comprised of curricular department chairs,
administrators, and counselors. The goal was communicated to the faculty at large, as well as
shared with the school site’s parent teacher student association (PTSA). This goal will be
measured by test scores achieved in the CAASPP state test. If this organization does not meet
EMPATHETIC TEACHER PRACTICE 10

these goals, they are at risk of failing to address recommendations for improvement from their
2012 WASC report. WASC is an accreditation body that serves public educational institutions in
the western portion of the United States. The 2012 WASC report highlighted a discrepancy in
graduation rates among white students and students of Hispanic and African American descent
(CCHS WASC report, 2012). If test scores are not increased for the identified sub-groups of
students, the accreditation for CCHS could be at risk. The organizational goal of CCHS is related
to the problem of practice, because empathetic teaching practices directly impact student
achievement and retention in school (Ahmed et al., 2010).
Related Literature
Empathy in the classroom setting is defined as the ability to emotionally, intellectually,
and culturally connect with a student and subsequently adjust instruction accordingly (Helm,
2007). This study reviewed relevant literature in order to evaluate the frequency of the use of
empathetic practice in the classroom, and even more specifically to identify a link between
empathetic teaching practice and the knowledge and motivation influences that affect teachers’
use of empathetic practices. The literature and studies reviewed in this dissertation are related to
teacher empathy and positive correlations to student self-esteem, positive school culture, and
mitigated risk behavior and dropout rates, as related to higher student achievement and
ultimately to higher graduation rates. The researcher focused on these literary connections in
order to provide a research-based rationale for why teachers should be knowledgeable of
empathetic practice, as well as how they may be motivated to use empathetic practice in relation
to the organizational goal of providing a world-class education for students.
A teacher’s affect and ability to relate with a student directly influences students’ self-
esteem and achievement in the classroom. When students perceive their teachers as supportive
EMPATHETIC TEACHER PRACTICE 11

and empathetic to their needs, it bolsters their motivation and achievement. A growing body of
literature specifically suggests that supportive social relationships influence and promote
academic achievement and motivation (Ahmed et al., 2010). A student’s perception of their
teacher’s objective empathy correlates directly with positive self-esteem and motivation. The
importance of teacher empathy is particularly highlighted considering the fact that students who
rate their teachers highly in terms of objective empathy achieve higher than all others (Chang et
al.,1981). The attitudes of teachers who do not make an effort to connect with and include
students in the classroom environment can have a negative effect on learning outcomes. Students
who view themselves as outsiders in the classroom subsequently develop low self-esteem, which
negatively affects their motivation and achievement (Helm, 2007). The evidence shows a strong
positive correlation between the teachers’ ability to connect with students and the students’ level
of self-esteem and academic achievement. And in addition to higher levels of student self-
esteem, higher levels of demonstrated teacher empathy are also linked to the presence of a
positive school culture.
Teachers who display caring attitudes and positive relationships with students contribute
to a positive school culture, which is directly associated with higher levels of achievement.
Teacher empathy not only positively affects individual students, but also has a link to a positive
school climate as a whole. As teachers’ empathetic abilities increase, this becomes correlated
with a better ability to understand and appropriately respond to their students’ needs. Students
who have their needs met are happier and higher-performing (Barr, 2011). The benefit of a
positive school climate is positively correlated with higher levels of teacher motivation and
teacher perception of their students’ abilities. The increased motivation of teachers and their
subsequent positive perception of student ability are associated with increased student
EMPATHETIC TEACHER PRACTICE 12

achievement (Kiuru et al., 2015). Caring teachers contribute to positive school cultures that
subsequently promote student motivation and student achievement. In addition, student
motivation and student achievement are key corollary benefits to teacher empathy. A positive
school culture is beneficial to all students, but is also particularly important to students who are
at risk of failing and dropping out.
Positive student-teacher relationships fortified by teacher empathy can mitigate at-risk
behavior and student dropout rates. The increased motivation is a strong mitigating factor to risk
behavior and dropout. For children who are at risk of school failure, an emotionally supportive
relationship with a teacher can have academically beneficial outcomes (McFarland et al., 2016).
A particular benefit of an emotionally impactful teacher is to have a lasting positive effect on
student learning. Not only do empathetic teachers mitigate current at-risk behaviors, they can
also actually reverse negative student self-perception and negative previous learning experiences
(Frelin, 2015). The positive effect of empathetic teachers continues to benefit student
achievement even beyond their direct contact years. Quality teacher-student relationships are
shown to significantly increase student social functioning, reduce behavior problems, and
longitudinally increase engagement in learning activities (Roorda et al., 2011). Demonstrated and
perceived teacher empathy by students significantly impacts the achievement of at-risk students
and continues to have a positive long-term effect throughout all of their educational experiences.
Importance of the Evaluation
The problem of the lack of frequency of empathetic practice utilized in the classroom is
important to solve for a variety of reasons. Many minority and high-risk students do not find a
personal connection to school or see a purpose to completing their education and successfully
graduating. The connection to a caring and invested teacher can be a powerful tool with which to
EMPATHETIC TEACHER PRACTICE 13

keep these students in school and on track to graduate (Ahmed et al., 2010). Caring teachers
contribute to positive school cultures that promote student motivation and student achievement,
and student motivation and student achievement are key benefits to teacher empathy. A positive
school culture is beneficial to all students, but is particularly important to students at risk of
failing and dropping out (Kiuru et al., 2015). The risk of not fully exploring this problem is a
continued squandered opportunity to mitigate high school dropout rates, particularly among
minority students. The long-term educational and economic effect of dropping out of high school
is significant. Students who do not graduate with a high school diploma earn 20% less than high
school graduates and 66% less than college graduates with bachelor’s degrees (U.S. Department
of Labor, 2015). Furthermore, millions of dollars devoted to teacher professional development
may be misappropriated toward efforts that have less impact on student achievement than teacher
empathy, connection, and a positive campus culture. If research supports the fact that positive
teacher-student relationships are foundational to student success, then it follows that training
teachers to develop and strengthen such relationships designed to enhance student achievement
and ultimately to help students to graduate successfully should be a priority to evaluate further.
Description of Stakeholder Groups
The relevant stakeholders at CCHS in relation to the performance goals are the teachers,
administrators, and students. CCHS’s primary goal is to improve student achievement by 10% as
measured by state testing through the incorporation of increased teacher empathetic practice.
This goal was established by the leadership team at the school, which is comprised of curricular
department chairs, administrators, and counselors. The goal was communicated to the faculty at
large, as well as shared with the school site’s parent teacher student association (PTSA). The
EMPATHETIC TEACHER PRACTICE 14

aforementioned stakeholders benefit from and contribute to the performance goal in the
following ways:
Teachers are responsible for delivering the instructional program, and they are the
primary source of intervention when a student is not achieving at grade level or passing a class.
Teachers are the first to know when a student is struggling in a class and are also the first
stakeholders who are able to implement support in order to assist failing students. Teachers are
tasked with tracking the grades of their students and will be the primary reporters of students
who are at risk of failing a class, and thus at risk of not improving in terms of state testing
measures. Teacher empathy is directly linked to the goal of CCHS, as empathetic teacher
practice supports student achievement, and this would support the students’ achievement goals as
measured by state testing (Ahmed et al., 2010). The link between teacher empathetic practice and
student achievement is the primary nexus between stakeholder goal and organizational goal.
The students are the stakeholders whose performance is affected by demonstrated teacher
empathetic practice, and they are obviously central to the organizational performance goal of
student achievement. The measurement of the student graduation rate will identify the
achievement of the performance goal, and how students react to the interventions supporting an
increase of student achievement by 10% as measured by state testing is central to the
performance goal as well.
The administrators are the stakeholders tasked with implementing and organizing the
larger interventions through which to accomplish the performance goal. The administrators will
be the secondary level of intervention when working with students who are at risk of not
improving their achievement level, as they have the ability to refer deeper resources in order to
assist students. The administrators will also be the primary stakeholders who will have to take
EMPATHETIC TEACHER PRACTICE 15

responsibility if the performance goal is not successfully achieved. Within the scope of a KMO
evaluation, administrators represent both the supports and barriers that the organization presents
to the primary stakeholders, the teachers.
Stakeholders’ Performance Goals
Table 1 provides the organizational mission, organizational goal, and stakeholder goals
for California Coastal High School. Additionally, information is provided which is specific to
knowledge influences, knowledge types, and knowledge influence assessments. As indicated in
the table, the knowledge influences being studied are entirely conceptual, and all are related to
teacher knowledge of empathetic teaching.
Table 1
Organizational Mission, Global Goal, and Stakeholder Performance Goals
Organizational Mission
The mission of California Coastal High School (CCHS) is to provide students with a world-class
education that encourages collaboration, communication, creativity, and critical thinking.
Organizational Performance Goal
CCHS’s goal is to improve student achievement by 10% as measured by CAASPP testing through
the incorporation of increased teacher empathetic practice
Stakeholder 1 Goal Stakeholder 2 Goal Stakeholder 3 Goal
By November 2018, teachers
will be able to increase the
frequency of empathetic
teaching practice in their daily
pedagogical routine.

By November 2018, students
will increase their performance
on practice CA state testing by
at least 5%.

By November 2018,
administrators will allocate at
least 20% of professional
development time in staff
meetings to training teachers
on empathetic practice.

EMPATHETIC TEACHER PRACTICE 16

Stakeholder Group for the Study

Teachers were the primary stakeholder group in the study. While a complete analysis
would involve all stakeholders, teachers served as the focus for the purpose of this study.
CCHS’s performance goal is to improve student achievement by 10% by 2020 as measured by
state testing through the incorporation of increased teacher empathetic practice. This goal was
established by the leadership team at the school, which is comprised of curricular department
chairs, administrators, and counselors. Teachers were specifically chosen as the focus
stakeholder group, as they are responsible for actually delivering the instructional program. They
are also the primary source of intervention when a student is not passing a class. Teachers are the
first to know when a student is struggling in a class, and they are the first stakeholders who can
implement support to assist failing students. They are tasked with tracking the grades of their
students, and they will be the primary reporters of students who are at risk of not improving their
performance. Teacher empathy is linked to the goal of CCHS, as empathetic teacher practice
supports student achievement, and this would directly support the organizational goal of
improved student achievement (Kiuru et al., 2015). The link between teacher empathetic practice
and student achievement is the primary nexus between the stakeholder goal and the
organizational goal.
Purpose of the Project and Questions
The purpose of this study was to evaluate the degree to which teachers integrate
empathetic practice in the classroom. The analysis focused on knowledge, motivation, and
organizational influences that are related to achieving the organizational goals and the teacher
stakeholder goal. While a complete performance evaluation would focus on all stakeholders, for
practical purposes, the teachers are the stakeholders to be focused on in this analysis.
EMPATHETIC TEACHER PRACTICE 17

The questions that guided this study are the following:
1. How does teacher knowledge of the effectiveness of empathetic teaching practice impact
teacher use and frequency of demonstrable empathetic teaching practice in the classroom?
2. How does teacher motivation affect how frequently teachers are currently employing
empathetic teaching practice in class?
3. How does the organization support the use of empathetic teaching practice by teachers in the
classroom?
4. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?
Conceptual and Methodological Framework
This dissertation followed a mixed-methods approach, along with evaluating the
knowledge, motivation, and organizational influences in the gap analysis model as presented by
Clark and Estes (2008). A mixed-methods approach was the most appropriate method for this
dissertation, as the primary questions to be answered were investigated through survey data
evaluation, as well as interviews with teachers and site administrators. The primary problem of
practice was evaluated using a detailed analysis of survey responses and in-depth interviews,
which are all tenets of the mixed-methods approach (McEwan & McEwan, 2003). The project
largely involved an evaluative approach, in which the researcher made recommendations and
conducted an organizational analysis of a specific school site (McEwan & McEwan, 2003).
Furthermore, the dissertation sought to follow a gap analysis inquiry. Clark and Estes
(2008) present a framework in which organizations can systematically identify, measure, and
assess their progress or performance gap towards a published goal. An identified gap is analyzed
through the lenses of stakeholder knowledge, motivation, and any organizational influences that
EMPATHETIC TEACHER PRACTICE 18

may influence the performance gap (Clark & Estes, 2008). Stakeholder knowledge can be
identified by four categories: factual, conceptual, procedural, and metacognitive (Krathwohl,
2002). These knowledge areas are assessed in order to analyze whether stakeholders know how
to achieve an identified performance goal. Understanding why, how, and what motivates
stakeholders can help organizations move towards accomplishing their goals (Clark & Estes,
2008; Rueda, 2001). Healthy organizations are able to identify the motivational needs of their
members, align them with the organizational goals, and continually gauge and adjust as needed
(Clark & Estes, 2008). Stakeholders can be motivated by a variety of factors, such as their self-
efficacy, perceived value or expectancy value, and their interest (Clark & Estes, 2008). Lastly,
organizational influences such as workplace culture, process and resources, and their impact on
stakeholder performance are analyzed in the framework established by Clark and Estes (2008).
Definitions of Terms

The following definitions are provided in order to ensure clarity and consistency in terms
of the use of these terms throughout the study.
Empathetic Practice: Teachers who create authentic relationships with their students, are
perceived of as caring, and who create safe learning environments that engage the student
(Battistich, Schaps, & Wilson, 2004; Birch & Ladd, 1997; Curby, Rimm-Kaufman, & Ponitz,
2009; Ewing & Taylor, 2009; Hamre & Pianta, 2001; Rudasill, Reio, Stipanovic, & Taylor,
2010).
At Risk: Students who display one of multiple factors that propitiate them towards dropping out
from school, non-persistence, absenteeism, and aggressive behavior (Birch & Ladd, 1997;
Decker, Dona, & Christenson, 2007; Klem & Connell, 2004).
EMPATHETIC TEACHER PRACTICE 19

Student/Teacher Relationship: The relationship that encompasses the breadth of the student and
teacher connection in and out of the classroom within the context of appropriate professional and
educational parameters. This relationship includes the social, academic, and emotional aspects of
interpersonal connection (Donahue et al., 2005).
Organization of the Study

This study is organized into five chapters. Chapter One provides the reader with an
overview of the key elements and themes considered when evaluating the frequency of teacher
empathetic practice utilized in the classroom. Chapter One also introduces the organization’s
mission, goals, and stakeholders, as well as the framework for the study. Chapter Two offers a
review of the most important literature pertaining to empathetic practice. Specifically, Chapter
Two reviews the historical role of empathetic practice in public education; empathetic practice
and the mitigation of student dropout rates; and empathetic practice and the link with student
achievement. Chapter Two also details the knowledge, motivation, and organizational influences
on teachers’ utilization of empathetic practice. Chapter Three provides the methodology of the
study regarding the selection of participants, as well as the data collection and analysis. In
Chapter Four, the findings and analysis of the collected data are presented. Chapter Five suggests
solutions driven by data and relevant literature could potentially address the identified gaps.
Finally, Chapter Five also provides recommendations for how the solutions could be effectively
implemented and evaluated.

EMPATHETIC TEACHER PRACTICE 20

CHAPTER 2:

REVIEW OF THE LITERATURE

The purpose of this dissertation was to evaluate the degree to which teachers integrate
empathetic practice in the classroom. The focus centered specifically on CCHS, but the
implications of empathetic practice have relevance with regards to student achievement at all
levels of education (Roorda et al., 2011). The need for empathetic teachers, and thus more
training in empathetic teacher practice is significant, because students who are at the highest risk
of dropping out need teachers who they can trust and relate to in order to stay in school and
successfully graduate (McFarland, Murray, & Phillipson, 2016). Additionally, the importance of
teacher empathy is particularly highlighted considering the fact that students who rate their
teachers highly in terms of objective empathy achieve higher than all others (Chang et al., 1981).
In this chapter, the researcher will first review literature related to the history of teacher-student
relationships in American public schools, teacher empathy as a mitigating factor to student
dropout rates, and the correlation between teacher empathy and student achievement. This
chapter will also present the knowledge, motivation, and organizational influences regarding the
use of empathetic practice by teachers and their organizations. A conceptual framework will be
presented in order to illustrate how the cultural models and cultural settings of the school district
that will be studied influence and affect the teachers’ use of empathetic teaching practice,
ultimately affecting the organizational goal of a high level of student achievement. Subsequently,
Chapter Three will serve to outline the methodological approach for this study.

EMPATHETIC TEACHER PRACTICE 21

Role of Empathetic Practice in Public School Teachers in the United States
In evaluating the knowledge, motivation, and organizational influences regarding the
frequency of empathetic practice being used in the classroom, it is relevant for the researcher to
explore the role of empathy in public schools through the context of historical developments,
political influences, and changes with regards to credentialing and licensing. The following
sections of this dissertation will review the existing literature related to these themes in order to
provide the reader with a deeper background and context for the issue of empathetic practice.
Historical Developments in Teaching and Public Education Related to Teacher-Student
Relationships
The role and expectations of teachers in the United States has shifted over time, and the
existing literature supports the notion that the changing expectations have influenced the use of
empathetic practice. Public education has increasingly shifted from a teacher taking on a
caretaker role to a content-specific expert model (Noddings, 2012). The original American
archetype of female-only teachers who were hired for their nurturing and puritanical public
image has shifted in response to various social, political, and civil progressions in society
(Noddings, 2012). The core responsibility of teachers as general educators and caretakers of
children have thus given way to a more professional image. The idea of the caretaker role would
support many aspects of empathetic practice, such as creating a comfortable learning
environment, building supportive relationships, and caring for the students (Ahmed et al., 2010;
Frelin, 2015). The emphasis on professionalism as opposed to caretaking provides context with
regards to the lack of frequency of empathetic practice. The shift in teacher roles can be further
contextualized by the movement away from teachers being general educators to becoming
content-specific and standards-based teachers. Teachers were historically responsible for broadly
EMPATHETIC TEACHER PRACTICE 22

educating students, whereas now they are generally held accountable to specific content and
standards (Frelin, 2015). The political and policy movement towards specific content and
standards-based education is also impactful with regards to empathetic practice.
Political Influences to Teaching and Teacher-Student Relations
As a function of public policy, the priorities of public education shift and change along
with the political climate (Jones, Jones, & Hargrove, 2003). One such fairly recent shift was a
focus on standards-based high-stakes testing in the 1990s and 2000s. The standards-based
education movement emphasized highly structured curricular expectations and encouraged
common lessons. As a result, teachers reported less flexibility with which to adapt and tailor
their instruction to the individual needs of their students (Jones et al., 2003). Teachers shared that
they felt pressure to move lessons along at prescribed paces in order to meet testing deadlines,
and that they were not able to make connections to student experiences as deeply (Jones et al.,
2003). A primary component of empathetic practice previously defined in this dissertation is
teacher-student connections. Policy hindering the ability of teachers to make connections with
their students would thus impact empathetic practice.
High-stakes testing implemented during the 2000s under No Child Left Behind (NCLB)
was particularly impactful to the education system in the United States. As with the standards-
based movement of the 1990s, NCLB and high-stakes testing negatively affected teachers’
abilities to be flexible with regards to planning and taking time to get to know their students
(Bryk, Jacob, & Roderick, 2002). Under NCLB, federal school funding and program status were
explicitly linked to school performance on high-stakes standardized tests. Districts and school
sites focused much of their attention and training on teachers’ abilities to manage curriculum in
alignment with the tests (Bryk et al., 2002). Under such an environment, curriculum shifted
EMPATHETIC TEACHER PRACTICE 23

toward ultimately measuring student learning and success solely on standardized test scores.
Teachers reported that their time and training was focused primarily on teaching factual
information and test-taking techniques, leaving less time for creativity, problem-solving, and
developing cultural connections (Bryk et al., 2002). Political and public policy decisions not only
affected teacher performance and behaviors in the classroom, as the nature of teacher pre-service
training and credentialing were also affected.
Changes in Credential Requirements
Most teaching credential programs originally focused on child development, general
education, and fostering student growth (Allwright, 1983). However, in response to changing
social, political, and policy shifts such as NLCB, credential programs focused on training
content-specific experts and had less of an emphasis on child development experts (Frelin,
2015). Current credential requirements are highly specific to subject and content knowledge,
meeting the requirements for Highly Qualified, as dictated by the NCLB era requirements
(Frelin, 2015). As such, credential programs allocate less time and training on child
development, child psychology, and classroom management (Goldhaber & Brewer, 1999). The
shift in training is noted by students, as the study by Goldhaber and Brewer (1999) reports that
students feel less able and less likely to seek help and guidance from their teachers. The ability to
create and maintain student connections is central to empathetic practice, but with the training to
support such practice being less prevalent in credential programs, it is logical that empathetic
practice in the classroom will be affected. The decrease in training and subsequent diminished
frequency on empathetic practice is particularly worrisome when considering the mitigating
effect that teacher empathetic practice has upon student dropout rates.

EMPATHETIC TEACHER PRACTICE 24

Empathetic Practice and Students at Risk of Dropping Out
Supportive teacher-to-student relationships are a strong mitigating factor with regards to
students dropping out of school (Cornelius-White, 2007). Supportive teacher-to-student
relationships are built by caring, invested, and student-centered teachers (Williams, 2010). These
characteristics are central to teachers who utilize empathetic practice in their teaching. Specific
affective factors displayed by teachers in the classroom have a significant impact on student
retention and persistence (Williams, 2010). While the empathetic practice of teachers benefits all
students, it is particularly beneficial to students who display at-risk behaviors and come from
minority backgrounds (Madaus & Clarke, 2001). Additionally, research supports that not only
can empathetic practice mitigate student drop-out rates, but the lack of empathetic practice can
actually promote student dropout activity (Sleeter, 2001).
Affective Factors that Influence Dropout Rates
Students who do not feel connected or have a sense of belonging at their school are at a
significantly higher risk of dropping out (Williams, 2010). The greatest factor connecting a
student to their school is an invested, mentoring teacher or adult presence. Students who perceive
their teachers as caring, interested, and invested in their school culture persist in school longer
and more successfully (Williams, 2010). Furthermore, students who perceive their teachers as
supportive and caring report higher levels of self-esteem and higher levels of self-efficacy
(Helm, 2007). Students with higher levels of self-efficacy navigate challenges better and persist
through to high school graduation at higher rates (Helm, 2007). Conversely, students who do not
have a meaningful relationship with an adult or teacher at school are at a higher risk of dropping
out (Roorda et al., 2011). The impact of a positive student-to-teacher relationship greatly
increases student engagement in school and directly benefits student achievement (Roorda et al.,
EMPATHETIC TEACHER PRACTICE 25

2011). The responsibility of creating these supportive relationships falls upon the teacher, as
students who are disengaged and lacking in self-esteem will not seek out and cultivate the
relationships that they need from their teachers in order to be successful at school (Helm, 2007).
Building the relationships between students and teachers that mitigate dropout rates requires the
affective skills encompassed by empathetic practice, such as caring for students, creating cultural
connections, and expressing interest in the students’ personal lives (Roorda et al., 2011).
Teacher Impact on School Culture and High-Risk Students
Students who do not have a positive culture of achievement are at the greatest risk for
dropping out of school (MacNeil, Prater, & Busch, 2009). Teachers are primary contributors to a
positive school culture of achievement and inclusion (Frelin, 2015). Students who lack
connection, a sense of belonging, and a sense of identity related to the school culture are more at
risk of leaving the school setting (Henderson & Mapp, 2002). Students who are not able to align
their developing identity to that of the school culture find the school setting to be more
expendable and less responsible for their future success (MacNeil et al., 2009). Furthermore,
minority students with parents who did not graduate from high school are particularly isolated
from the school culture and the possibility of a sense of belonging in the school setting (Madaus
& Clark, 2001). The teacher’s affect, attitude, and efforts toward inclusion can frame a student’s
self-esteem in class. Students who view themselves as outsiders to the classroom environment
develop low self-esteem, negatively affecting their motivation and academic performance (Helm,
2007). The teacher’s role in developing a positive school culture is highly important towards
assisting students who are disconnected from their school sites, further supporting the need for
empathetic practice.

EMPATHETIC TEACHER PRACTICE 26

Teacher Attitudes and Affect at Schools with High Drop-Out Rates
Teachers at schools with high dropout rates have low expectations for students and low levels
of personal responsibility for the students (Sleeter, 2001). Teachers at schools with high dropout
rates report little sense of connection or responsibility for the personal outcomes of the students.
Teachers at such schools report minimal commitment or connection to the student body and
community (Black, 2001). Teachers at low-performing schools are also more likely to believe
that their students are incapable of achieving at higher levels (Vaught & Castagno, 2008). And
because they feel that there is less at stake for student achievement, teachers at such schools feel
less commitment to the students and thus demonstrate less obligation to invest personal time and
make lasting connections with the students and community (Vaught &Castagno, 2008). While
the research does not support causation, the aforementioned studies correlate low teacher
empathetic practice with low student achievement and higher drop-out rates.
Teacher Empathetic Practice and Student Achievement
The use of empathetic practice supports student academic achievement by promoting
student motivation and self-esteem (Helm, 2007). Teachers who create environments in which
students feel cared for and supported promote the students’ desire and motivation to learn.
Students who are motivated to learn commit to the learning process at high levels, promoting
their academic achievement (Kiuru et al., 2015). Furthermore, empathetic teachers promote the
development of a positive school culture (Sinclair & Frasier, 2002). Students who perceive their
school culture as being positive and supportive are less likely to avoid school and will attend at a
higher frequency. Students who are more present and positively engaged in the school and
learning environment will then go on to achieve at higher levels (MacNeil, 2009).

EMPATHETIC TEACHER PRACTICE 27

Teacher Empathy is Related to Higher Student Achievement
A student’s perception of their teacher’s objective empathy correlates directly to the
student’s motivation and self-esteem. The higher self-esteem rooted in the basis of objective
empathy is correlated with high achievement in the classroom (Helm, 2007). Students who
measure their teachers with high levels of objective empathy score higher in all areas of
academic performance (Chang et al., 1981). The personal connection procured between a caring
teacher and student proves to be a powerful motivator of student achievement (Kiuru et al.,
2015). Additionally, the benefit of the student-to-teacher relationship extends to opportunities for
deeper curricular support based on the student’s trust of the teacher (Kiuru et al., 2015). It is also
important to note that the strong connection between empathetic practice and student
achievement is further supported by the previously highlighted link between empathetic practice
and positive school culture.
Teacher Empathetic Practice Improves School Culture
Teachers who display caring attitudes and develop positive relationships with students
contribute to a positive school culture that is associated with higher levels of achievement
(Sinclair & Frasier, 2002). Teachers who create meaningful relationships with students
contribute to a school culture that is stronger in inclusivity, supportiveness, and student
attendance (Kiuru et al., 2015). A positive school culture is distributive, as students model the
positive relationships and expectations displayed by their teachers with their peers as well
(MacNeil, 2009). The positive impact generated by teacher empathetic practice can extend to
students outside of the teacher’s immediate sphere of influence as their students create
meaningful peer relationships (Pritchard, Morrow, & Marshall, 2005). Ultimately, the
EMPATHETIC TEACHER PRACTICE 28

cumulative effect of enhanced school culture and positive student interactions supported by
empathetic practice help support student achievement.
Clark and Estes’ (2008) Gap Analysis Theoretical Framework
Clark and Estes (2008) present a framework through which organizations can
systematically identify, measure, and assess their progress towards a published goal, thereby
isolating performance gap(s). An identified gap is analyzed through the lenses of stakeholder
knowledge, motivation, and organizational influences that may affect the performance gap
(Clark & Estes, 2008). Stakeholder knowledge can be identified by four categories: factual,
conceptual, procedural, and metacognitive (Krathwohl, 2002). These knowledge areas are
assessed in order to analyze whether stakeholders know how to achieve an identified
performance goal. Understanding why, how, and what exactly motivates stakeholders can help
organizations move towards accomplishing their goals (Clark & Estes, 2008; Rueda, 2001).
Healthy organizations are able to identify the motivational needs of their members, align them
with the organizational goals, and continually gauge and adjust as needed (Clark & Estes, 2008).
Stakeholders can be motivated by a variety of factors, such as their self-efficacy, perceived value
or expectancy value, and their interest (Clark & Estes, 2008). Lastly, organizational influences
such as workplace culture, process, and resources, as well as their impact on stakeholder
performance, are analyzed within the Clark and Estes (2008) framework.
The knowledge, motivation, and organizational influences components of the Clark and
Estes (2008) gap analysis will be applied to teachers and their goal of implementing empathetic
practice in the classroom with higher frequency by November 2018. The first section will be an
analysis and discussion of the influences on teacher performance goals in the context of
knowledge. The following section will focus on the motivation influences and the impact on
EMPATHETIC TEACHER PRACTICE 29

teachers’ progress toward the identified goal. Finally, the assumed organizational influences will
be discussed and analyzed in relation to the stakeholder goal. Each of these influences within the
Clark and Estes (2008) gap analysis framework will then be examined through the methodology
discussed in Chapter Three.
Stakeholder Knowledge, Motivation, and Organizational Factors

This dissertation evaluated the degree to which teachers integrate empathetic practice in
the classroom. The analysis focused on knowledge, motivation, and organizational influences
related to achieving the stakeholder goal of incorporating empathetic practice in the classroom
with increased frequency by November 2018, as well as the organizational goal of increasing
student achievement by 2020. Research continually supports the fact that teacher empathetic
practice is a powerful tool for promoting student success (Helm, 2007). But even with strong
research to support the benefits of teacher empathy, most school districts do not train teachers on
how to employ strategic empathetic teaching practices in the classroom (Roorda et al., 2011). An
evaluation of knowledge and motivation can help explain why such proven methods are not
readily employed by teachers or their districts (Rueda, 2011). Reviewing teachers’ knowledge
and motivational influences can also help explain the lack of teacher empathetic practice
employed in the classroom. Furthermore, evaluating the gap in knowledge in terms of teachers’
practice and training alongside the relevant research can help identify possible solutions for this
problem (Clark & Estes, 2008). It is important to understand why teacher empathetic practice is
not used with more frequency, as it is a proven method for promoting students’ success and can
help teachers meet their stakeholders’ goals at California Coastal High School (CCHS).
Knowledge influences. Prior to evaluating the specific knowledge influences that affect
teachers’ application of empathetic practice in the classroom, it is important to review the
EMPATHETIC TEACHER PRACTICE 30

research-based types of knowledge. As defined by Rueda (2011), knowledge can be categorized
as factual, conceptual, procedural, and metacognitive. Factual knowledge is defined as rote,
simple cognitive tasks such as knowing the dates and times of historical events or where items
belong in a cupboard (Krathwohl, 2002). Conceptual knowledge is related to complex and
interconnected forms of knowledge (Krathwohl, 2002). Examples of conceptual knowledge
would include a teacher knowing the standards of a subject matter and what strategies would
work best to effectively teach those standards. Procedural knowledge can best be described as
simply knowing how to do something. An example of procedural knowledge would include
knowing the steps involved in how to start up a car (Rueda, 2011). The final knowledge
construct is metacognition. Metacognition refers to the ability of an individual to think about
their own thought process (Rueda, 2001). An example of metacognition would be a student
taking a test and recognizing that they are not fully aware of all of the concepts needed in order
to answer a question. Additionally, metacognition would be exemplified by the same student
evaluating their study process and recognizing the relationship between their own shortcomings
and their current testing predicament. Metacognition involves an individual reflecting upon their
own learning and thinking (Mayer, 2011). All of the literature reviewed here is relevant to the
teachers’ goal at CCHS of increasing their use of empathetic practice, and the knowledge
influences related to the literature are primarily conceptual and procedural.
Table 2 provides the organizational mission, organizational goal, and stakeholder goals
for California Coastal High School. Additionally, information specific to knowledge influences,
knowledge types, and knowledge influence assessments are also provided. As indicated in the
table, the knowledge influences being studied are conceptual, and are all related to teacher
knowledge of empathetic teaching.
EMPATHETIC TEACHER PRACTICE 31

Table 2

Knowledge Influences on Stakeholder Goal

Knowledge of Empathetic Teaching Strategies and Impact on Student Achievement
Organizational Mission
The mission of California Coastal High School (CCHS) is to provide students with a world-
class education that encourages collaboration, communication, creativity, and critical thinking.
Organizational Global Goal
CCHS’s goal is to improve student achievement by 10%, as measured by CAASPP testing by
utilizing the incorporation of increased teacher empathetic practice.
Stakeholder Goal
By November 2018, teachers will be able to increase the frequency of empathetic teaching
practice in their daily pedagogical routine.

Knowledge Influence Knowledge Type Knowledge Influence
Assessment

Teachers will need to know what
constitutes empathetic teaching
practice.

Factual

Interview Question: Were you
aware that empathetic practice
refers to a teacher’s ability to
create, maintain, and strengthen
caring teacher-to-student
relationships to benefit learning?

Teachers will need to have
knowledge about how to employ
empathetic teaching strategies.
Procedural Survey teachers regarding
whether they know what
empathetic teaching practices
are.

Teachers will need to know how
strong student-teacher connections
positively impact student
achievement.

Conceptual

Interview and survey questions
will focus on the knowledge of
the academic impact of teacher-
student relationships and how
these relationships are built.

Teachers will need to be
knowledgeable about their unique
students’ backgrounds and how to
match empathetic strategies to the
students’ needs.

Procedural

Interview teachers about how
relationships with students reveal
student background information
and educational needs, as well as
how that information is used by
the teacher.
EMPATHETIC TEACHER PRACTICE 32

In order for teachers to commit to increasing their use of empathetic practice in the classroom, it
is essential for them to know such strategies actually promote academic achievement (Helm,
2007). Teachers must have the conceptual knowledge that allows them to link the complex
pedagogical schemas between students who feel safe and connected due to teacher empathy and
their subsequent academic achievement (Helm, 2007). Students who feel safe, cared for, and
supported are far more likely to persist, achieve, and continue to challenge themselves
academically (Kiuru et al., 2015). Teacher empathy and efforts to create strong connections with
students are essential components of creating safe and inviting student learning environments
(Helm, 2007). In relation to CCHS, this knowledge is central to the stakeholder goal for teachers
to increase the frequency of empathetic teaching practice in order to improve student
achievement. Teachers must understand that when empathetic teaching practice is applied to
sound content lessons, it leads directly to higher student achievement (Roorda et al., 2011).
Knowledge of How to Apply Empathetic Teaching Strategies. In order to promote
student success in required courses, teachers must have conceptual knowledge of the various
empathetic teaching strategies and how to employ them in the classroom environment. Teachers
must be able to connect what they know about making relational connections with students and
how that will apply to student persistence, motivation, and increased achievement (Barr, 2011;
Rueda, 2011). This conceptual knowledge must be transferred to their teaching practice in order
for them to appropriately introduce subject matter content once they have created a safe and
engaging learning environment through the practice of empathy. This complex connection of
non-congruent pedagogies represents conceptual knowledge at a high degree (Krathwohl, 2002).
This knowledge would be best supported by regular and on-going professional development in
which concepts and ideas are broken down into smaller, more manageable pieces (Mayer, 2011).
EMPATHETIC TEACHER PRACTICE 33

Furthermore, connecting empathetic teaching strategies to the school goal of increasing
graduation rates for all could promote various interests, as it aligns directly with the
organizational goals that were created collaboratively (Pintrich, 2003).
Motivation
Motivation is a construct that determines whether an individual will begin, persist, and
accomplish a task (Mayer, 2011). Understanding why, how, and what motivates individuals can
help organizations move towards successfully accomplishing their goals (Clark & Estes, 2008).
In the absence of motivation, an organization might have individuals who are unproductive,
untrusting, and are working towards differing objectives (Hienstke & Wohlstetter, 2012).
Healthy organizations are able to identify the motivational needs of their members, align them
with the organizational goals, and continually gauge and adjust as needed (Clark & Estes, 2008).
As such, individuals can be motivated by a variety of factors, such as their self-efficacy,
perceived value or expectancy value, and their interest (Clark & Estes, 2008; Rueda, 2011).
Self-efficacy relates to an individual’s belief in how well or how competently that they
can accomplish a task (Jensen, 2012). When individuals experience success and are supported in
their endeavors, their motivation increases (Hayward, 2010). Expectancy value relates to an
individual’s perceived value in terms of accomplishing a task or goal. The higher the perceived
value of completing the task or reaching the goal, the more motivated an individual is to
accomplish the goal (Eccles, 2006). Lastly, interest is an important factor in motivation. Tasks
and goals that relate to an individual’s prior knowledge, interest, and abilities increase
motivation. However, these duties cannot be habituated, yet rather draw upon past experience for
novel and challenging experiences (Eccles, 2006). Reviewing teacher self-efficacy and
EMPATHETIC TEACHER PRACTICE 34

expectancy value can help explain the lack of teacher empathy being employed as a teaching tool
in the classrooms at CHHS.
Table 3 provides the organizational mission, organizational goal, and stakeholder goals
for California Coastal High School. Additionally, information specific to motivation influences
and motivation influence assessments are provided. As indicated in the table, the motivation
influences being studied are self-efficacy and expectancy value in relation to empathetic
teaching.
Table 3
Motivational Influences on Stakeholder Goal

Organizational Mission
The mission of California Coastal High School (CCHS) is to provide students with a world-class
education that encourages collaboration, communication, creativity, and critical thinking.
Organizational Global Goal
CCHS’s goal is to improve student achievement by 10%, as measured by CAASPP testing by
utilizing the incorporation of increased teacher empathetic practice.
Stakeholder Goal
By November 2018, teachers will be able to increase the frequency of empathetic teaching
practice in their daily pedagogical routine.

Motivational Indicator(s)

Assumed Motivation Influences

Motivational Influence Assessment

Teachers need to feel as if they have the ability to
positively influence student performance and
persistence through their affect and empathy.
A Likert scale survey will be used to assess
teachers’ levels of self-efficacy on their
ability to influence student performance.
Teachers need to value strong positive
relationships with their students.
A Likert scale survey will be used to assess
teachers’ levels of value on positive student
relationships.
Teachers need to learn how to better connect with
students through empathetic practice.
A Likert scale survey will be used to assess
teachers’ levels of willingness to learn and
be trained on empathetic practice.
Teachers need to feel responsible for creating a
positive learning environment through their
practice.
Interview question: Do you have feelings
about your student population and their
level of comfort at school?
EMPATHETIC TEACHER PRACTICE 35

Self-Efficacy. As previously mentioned, self-efficacy relates to an individual’s belief in
how well or how competently that they can accomplish a task (Jensen, 2012). Self-efficacy can
be positively or negatively affected by an individual’s past performance, and this past
performance can have a significant impact on the perception of future ability. If a task has been
accomplished and perceived as being accomplished well, an individual then gains a higher level
of self-efficacy and persistence (Eccles, 2006). Additionally, self-efficacy has a social
component that also affects motivation. If an individual perceives their ability to be less
competent than a peer, their self-efficacy is diminished. However, with vocal praise, practice,
and coaching, self-efficacy can be heightened (Pajares, 2006).
Self-Efficacy and Teacher Empathetic Practice. Self-efficacy can have a significant
impact on teacher use of empathy as a pedagogical tool. Teachers must feel as if they have the
ability to impact student achievement through their ability to connect with and create meaningful
relationships (Frelin, 2015). Teachers must be confident in their ability to affect student
achievement with the use of empathetic teaching strategies in order for them to feel motivated to
actually use them (Eccles, 2006). In many cases, teachers themselves feel intimidated and
nervous to make connections with students outside of the context of the academic content that is
being taught in the classroom (Frelin, 2015). This research highlights a low self-efficacy problem
with regards to the ability to make meaningful connections with students. However, this problem
can be remedied with direct and ongoing training (Pajares, 2006). Furthermore, school sites can
provide coaching and immediate feedback on teachers’ use of empathetic teaching strategies in
order to bolster self-efficacy (Borgogni et al., 2011). Ultimately, with clear goals, expectations,
training, and feedback, teachers can improve their self-efficacy in terms of using empathetic
EMPATHETIC TEACHER PRACTICE 36

teaching tools (Borgogni, 2011; Pajares, 2006). This increase in self-efficacy would likely
increase the rate of empathetic teaching practice being used in classrooms at CCHS.
Expectancy Value. Expectancy value relates to an individual’s motivation based on how
they perceive the value of the potential outcome of a task or activity (Eccles, 2006.). Value is
correlated to the importance that an individual places on the task or duty at hand (Rueda, 2011).
The more that an individual values a task or the potential outcome, the more motivated they will
be to engage, persist, and complete the task (Eccles, 2006). The value defined in expectancy can
be categorized as attainment, intrinsic, utility, and cost (Rueda, 2011). Attainment value relates
to the value that one places on their self-schema and on how one should act in a particular
identity, role, or scenario (Rueda, 2011). Intrinsic value relates to what an individual internally
values and thus how they would pursue a task or duty that aligns with their preexisting values,
likes, or skills (Eccles, 2006). Utility value relates to how an individual believes that
accomplishing a task will align with a previously established goal by the individual—in other
words, how the completion of the task would potentially benefit the individual (Eccles, 2006).
Lastly, cost refers to what the individual would have to expend, such as time or resources, in
order to accomplish the task (Rueda, 2011).
Expectancy Value and Teacher Empathetic Practice. Teachers must place high value
on the use of empathy in the classroom in order to motivate them to use empathetic teaching
strategies. If teachers believe that the use of empathetic teaching strategies will greatly impact
the academic achievement of their students, then the expectancy value would be high, as student
achievement is an expressed goal of CCHS teachers (Cheng et al.,1981; Rueda, 2011).
Additionally, teachers must perceive the cost of employing empathy in the classroom as low, so
that any potential cost does not deter them from using such tools. If the cost is perceived as high
EMPATHETIC TEACHER PRACTICE 37

in terms of time, resources, or even emotion, then it would likely not be used (Frelin, 2015;
Rueda, 2011). Furthermore, the achievement of students should align with teachers’ intrinsic
goals, as well as their utility goals. If this goal is aligned with intrinsic value and utility value,
then the motivation to utilize a teaching strategy that improves achievement such as empathy will
be more readily used (Eccels, 2008).
Organization
Organizational culture can be derivative of the cultural settings and cultural models that
are active and apparent within an organization (Gallimore & Goldenberg, 2001). While the
cultural setting and the cultural model of an organization are distinct, they do not exist in
isolation, and indeed they do frequently interact (Clark & Estes, 2008). Cultural settings
represent the fixed aspects of an organization, such as employees, daily objectives, the purpose
for daily objectives and tasks, as well as the social context in which the work is completed. The
cultural model of an organization refers to cultural practices and a shared mental schema within
an organization (Gallimore & Goldenberg, 2001).
Table 4 provides the organizational mission, organizational goal, and stakeholder goals
for California Coastal High School. Additionally, information is provided specific to assumed
organizational influences and organizational influence assessments. As indicated in the table, the
organizational influences being studied are cultural models and cultural settings.

EMPATHETIC TEACHER PRACTICE 38

Table 4
Organizational Influences on Stakeholder Goal
Organizational Mission
The mission of California Coastal High School (CCHS) is to provide students with a world-
class education that encourages collaboration, communication, creativity, and critical
thinking.
Organizational Global Goal
CCHS’s goal is to improve student achievement by 10%, as measured by CAASPP testing
by utilizing the incorporation of increased teacher empathetic practice.
Stakeholder Goal
By November 2018, teachers will be able to increase the frequency of empathetic teaching
practice in their daily pedagogical routine.

Assumed Organizational Influences

Organization Influence Assessment
Cultural Setting Influence 1:

The school mission and vision do not
mention building teacher-student
connections, and this needs to be added.

A survey will ask teachers if they feel that
strong teacher-student connections are
important to high quality learning.
Cultural Setting Influence 2:

Most resources, training, and goals are
associated with linear academic data and
achievement. Resources and training need to
support empathetic teaching models.

A survey will ask teachers if they are willing
to participate in empathetic teaching training.
Cultural Model Influence 1:

With a current contract impasse, teachers are
encouraged by their association not to go
above and beyond their contracted duties.

A survey will ask teachers if they feel that
harming relationships with students is an
acceptable side effect of contract impasse
actions.
Cultural Model Influence 2:

Teachers do not believe that they need to be
liked by their students.

A survey will ask teachers if they feel that
they are liked by their students and if that is
important to them.

Stakeholder-specific factors. The cultural setting within California Coastal High School
is static. The school prides itself for retaining teachers for the length of their careers and places a
EMPATHETIC TEACHER PRACTICE 39

strong emphasis on tradition. This pride and focus on tradition creates a cultural setting that is
relatively constant over time, even with the addition of new teachers. But the traditional nature of
the cultural setting may place the teachers at odds with their stakeholder goals. If the
organizational supports such as training and funding are not aligned with the site goals, and the
site goals are not aligned with the site’s cultural setting, then a roadblock to organizational
change will be present (Clark & Estes, 2008). From a cultural model perspective, two specific
factors may be at work that contribute to organizational roadblocks: (a) Staff members have not
received adequate training or been given enough time to implement new pedagogical strategies;
and (b) staff members may feel unsupported by their organization and collectively will not
participate in new initiatives.
Summary
In review, the purpose of this dissertation is to evaluate the degree to which teachers
integrate empathetic practice in the classroom, as well as the related knowledge, motivation, and
organizational influences. The analysis focuses on knowledge, motivation, and organizational
influences related to achieving the stakeholder goal of incorporating empathetic practice in the
classroom with increased frequency by November 2018. While a complete performance
evaluation would focus on all stakeholders, the stakeholder to be focused on in this analysis for
practical purposes are the teachers. The literature presented in this chapter provided context for
the history of teacher-student relationships in American public schools, teacher empathy as a
mitigating factor to student dropout, the correlation between teacher empathy and student
achievement, and current trends in teacher training. This chapter also served to present the
knowledge, motivation, and organizational influences on teachers within CCHS. The conceptual
framework presented will serve to illustrate how the cultural models and cultural settings of the
EMPATHETIC TEACHER PRACTICE 40

school district influence and affect the teachers’ use of empathetic teaching practice, ultimately
affecting the organizational goal of high-level student achievement represented by increased
graduation rates. Chapter Three will serve to outline the methodological approach for this study.
Conceptual Framework
The Interaction of Stakeholders’ Knowledge and Motivation and the Organizational
Context. This interactive conceptual framework serves to illustrate and narrate the relationship
between the organization’s assumed influences upon the stakeholder and the stakeholder-
assumed knowledge and motivation influences in relation to the stakeholder goal (Maxwell,
2013). The organization studied in this research is a comprehensive public unified school district.
The district influencers are presented individually in the conceptual framework figure, but as
represented by the concentric circles of the figure, it is not isolated from the stakeholders, the
teachers themselves. This interactivity is further represented in the figure by the circle
symbolizing the teachers being embedded within the circle representing the district. This
conceptual framework presented is the researcher’s constructed framework rooted in empirical
and theoretical literature in the subject matter, as well as personal beliefs based on observation
and a social constructionist worldview (Maxwell, 2013). The conceptual framework presented
will serve to illustrate how the cultural models and cultural settings of the school district
influence and affect the teachers’ use of empathetic teaching practice, ultimately affecting the
organizational goal of high-level student achievement, as measured by state testing. It should be
noted, however, that the stakeholder goal is directly related to the frequency of empathetic
teaching practices demonstrated in the classroom setting.
EMPATHETIC TEACHER PRACTICE 41

Figure 1. Conceptual Framework of Teachers’ Interaction with School District and Stakeholder
Goals
Figure 1 represents the interaction between the district, teachers, and the teachers’
stakeholder goal of employing three empathetic teaching practices in their classes on a daily
basis. The teacher stakeholder goals are to utilize empathy as a means to improve student
learning outcomes. Teacher knowledge regarding the role of empathy in student learning
outcomes is central to the goal. Many teachers build meaningful relationships with their students,
but are unaware of the pedagogical impact of such relationships. The organization can support
EMPATHETIC TEACHER PRACTICE 42

the building of this knowledge through training. Additionally, teacher motivation, specifically
self-efficacy and value judgment in creating such relationships through empathy is central.
As referenced previously, the gold circle represents the teachers and the assumed
knowledge and motivation influencers. The essential concepts represented within the teacher
circle are largely related to the teachers’ procedural and conceptual knowledge of empathetic
teaching practice. The researcher surmises that a primary factor in terms of whether empathy is
employed by teachers in the classroom is dependent upon whether the teachers are aware of what
empathetic teaching practices are, as well as how they would use them in the classroom setting
once they are aware of them (Mayer, 2011; Rueda, 2011). The gold teacher circle sits embedded
within the cardinal district circle, as the teachers are actors employed within the district. The
researcher uses this visual in order to represent the fact that the teachers are primarily dependent
upon the district for resources, directives, and goals, as related to student education. Furthermore,
the district’s cultural settings and models heavily influence the relationship between the teachers’
knowledge and motivation of empathetic practices. These specific cultural influencers are
leadership structure, training opportunities, incentive structures, recognition practices, and
expectations for authentic teacher-student relationships procured through teacher empathy.

EMPATHETIC TEACHER PRACTICE 43

CHAPTER 3:
METHODOLOGY
The purpose of this study was to evaluate the degree to which teachers integrated
empathetic practice in the classroom, as well as the related knowledge, motivation and
organizational influences. The analysis focused on knowledge, motivation, and organizational
influences related to achieving the stakeholder goal of incorporating empathetic practice in the
classroom with increased frequency by November 2018. The purpose of this chapter is to explain
the methodology for the study, including data collection and analysis.
Research Questions
The following questions guided this evaluation study in order to address the knowledge
and skills, motivation, and organizational influences on teachers.
1. How does teacher knowledge of the effectiveness of empathetic teaching practice impact
teacher use and frequency of demonstrable empathetic teaching practice in the
classroom?
2. How does teacher motivation affect how frequently teachers currently employ empathetic
teaching practice in their classes?
3. How does the organization support the use of empathetic teaching practice by teachers in
the classroom?
4. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?

EMPATHETIC TEACHER PRACTICE 44

Participating Stakeholders
Teachers were the primary stakeholder group in the study. While a complete analysis
would involve all stakeholders, teachers served as the focus for the purpose of this study.
CCHS’s goal is to improve student achievement by 10% as measured by state testing by utilizing
the incorporation of increased teacher empathetic practice. Teachers were specifically chosen as
the focus stakeholder group because they are responsible for delivering the instructional program
and are the primary actor in terms of incorporating emphatic teaching practice in the classroom
in order to build supportive teacher-student relationships. They are also the primary source of
intervention when a student is not achieving at grade level or not passing a class. Teachers are
the first to know when a student is struggling in a class, and they are the first stakeholders who
can implement support in order to assist failing students. They are tasked with tracking the
grades of their students, and will be the primary reporters of students who are at risk of not
achieving at grade level and reaching grade level proficiency. A convenience sampling method
was used in order to target all full-time math and English teachers at CCHS. The researcher
evaluated the survey data to generate purposeful sampling for interviews of teachers who
frequently employ empathetic practice to teachers and of those who do not frequently employ
empathetic practice. Christensen and Johnson (2015) explain purposeful sampling as a non-
random sampling method that allows the researcher to select individuals with particular
characteristics. The researcher sent a survey to all active math and English faculty at CCHS and
intended to interview eight teachers.
Sampling
Survey Sampling Criteria and Rationale
EMPATHETIC TEACHER PRACTICE 45

Criterion 1. Active and credentialed full-time math and English teachers at
California Coastal High School. Full-time time math and English teachers were needed
particularly because of their availability to the researcher throughout the school day, as part-time
teachers typically leave prior to the end of a school day and are typically not afforded a
preparation period. A preparation period was a valuable time slot during the teachers’ day which
made them available for surveys or interviews. Additionally, part-time teachers were not always
able or required to attend trainings that fell outside of their part-time contracted hours. Teachers
who have had access to available school and district trainings were relevant to the study.
Additionally, the research was limited to math and English teachers, as they were most closely
linked to the student testing data in the CASSPP.
Criterion 2. Teachers who have taught for more than one year at CCHS. A minimum
of at least one year of experience at CCHS is necessary, as it will provide the teacher with
perspective on the organizational norms of the school. Much of the inquiry by the researcher will
focus on a teacher’s perceived sense of support provided by the school site in relation to
empathetic practice. A teacher with less than one year of experience would not have any
historical perspective with which to answer such questions for the researcher.
Survey Sampling Recruitment Strategy and Rationale
The stakeholder population of focus for this study was the high school faculty of
California Coastal High School. The teaching faculty of CCHS is comprised of approximately
120 full-time teachers. The researcher initially reached out to the entire full-time math and
English teaching faculty by sending them a link to an anonymous survey. The goal of the
researcher was to engage all members of the math and English teaching faculty in the survey, but
only had an expectation to engage approximately 50% of the solicited teaching faculty. The
EMPATHETIC TEACHER PRACTICE 46

researcher recruited math and English teachers in particular because those subject matters are
taught at all grade levels and tested in CAASPP standardized exams. While this research study
did not evaluate student achievement, examining the knowledge, motivation, and organizational
data gathered from math and English teachers would allow future researchers to connect with
standardized achievement data in math and English through state test results. The researcher
facilitated participation with a brief explanatory email to the faculty, outlining the purpose and
methods of the research.
Interview Sampling Criteria and Rationale
Criterion 1. Active and credentialed full-time teachers at California Coastal High
School. Full-time time teachers were needed particularly because of their availability to the
researcher throughout the school day, as part-time teachers typically leave prior to the end of a
school day and are typically not afforded a preparation period. A preparation period was a
valuable time slot during the teachers’ day which made them available for surveys or interviews.
Additionally, part-time teachers are not always able or required to attend trainings that fall
outside of their part-time contracted hours. Teachers who have had access to available school
and district trainings are relevant to the study.
Criterion 2. Teachers who responded to the survey and have taught at CCHS for
more than one year. Teachers who responded to the survey were considered for the interview
because they showed an active interest in participating in the study by virtue of having spent the
time to take the survey. Additionally, these teachers facilitated the researcher with an interview
that provided a deeper layer of inquiry, as the survey served mostly as an information primer for
the participant.
EMPATHETIC TEACHER PRACTICE 47

Criterion 3. Teachers who consent for a follow-up interview. In adherence to USC
IRB requirements and the ethics framework of this study, only those teachers who expressly
consented to be interviewed were included.
Criterion 4. Teachers who represent a cross-section of empathetic practice
knowledge and use in the classroom. The rationale for seeking participants with varying levels
of empathetic practice knowledge and use is to provide the researcher with rich data from a non-
homogenous sample (Maxwell, 2013).
Interview Sampling (Recruitment) Strategy and Rationale
The researcher intended to conduct at least eight interviews using a purposeful sampling
method. Teachers were recruited for the interview from the population that had completed the
survey. These teachers were sent an email further explaining the purpose of the study, as well as
the time commitment and context of the semi-structured interviews (Maxwell, 2013).
Additionally, potential participants were reminded that their participation and all responses
would remain anonymous. The purposeful sampling allowed the researcher to select teachers
who completed the survey and comprised a population for interviews that represented a cross-
section of teachers regarding their utilization of empathetic teaching practice (Merriam &
Tisdell, 2016). Stakeholders meeting the above-mentioned criteria comprised a manageable
number of interviews for the researcher in the timeframe allotted for this study. Additionally, the
researcher expected to reach saturation with eight interviewees. Saturation occurs when the
interviewer encounters similar responses and overlapping viewpoints from participants within a
population (Merriam & Tisdell, 2016). The purpose of the one-on-one interviews was to enable
the researcher to gather in-depth and candid information from teachers with regards to
empathetic practice.
EMPATHETIC TEACHER PRACTICE 48

Explanation for Choices
The study was a mixed-methods project with a specific and purposeful sample. The need
for a purposeful sample is rooted in the framework in which the empathetic teaching practice of
high school teachers and its relationship to student achievement as measured by student scores
on state testing will be observed. To facilitate this study, a convenience sample of willing
teachers was identified. This process was conducted through an initial survey. The purpose of the
survey was twofold: it identified which teachers were willing to participate in an interview, as
well as informed the researcher whether the teacher was willing to incorporate empathetic
teaching practice at an increased frequency by November 2018. Additionally, the survey
provided the researcher with broad data points related to teacher knowledge, motivation, and
organizational obstacles that exist in relation to the implementation of empathetic practice. Once
eight teachers were identified as viable participants, they were to be interviewed towards the
beginning of the school year in October 2018. The timing of the interviews was known to the
teachers and aligned with a period of their convenience in order to promote participation. The
interview method of data collection was facilitated in a one-on-one researcher-to-teacher method.
The purpose of this interview method was to clarify and provide context to the survey answers
provided by the teachers, as well as to more deeply inform the researcher and provide additional
data towards the research questions (Johnson & Christensen, 2015).
Data Collection and Instrumentation
This study followed a mixed-methods approach and also evaluated the knowledge,
motivation, and organizational influences in the gap analysis model, as presented by Clark and
Estes (2008). Mixed-method design involves combining qualitative and quantitative research
methods (Creswell, 2014; Maxwell, 2013; Merriam & Tisdell, 2016). This study followed an
EMPATHETIC TEACHER PRACTICE 49

explanatory sequential mixed-methods design. An explanatory sequential design involves two
phases of research collection. The first phase is quantitative data collection, generally in the form
of a survey, while the secondary phase is qualitative, such as an interview (Creswell, 2014). A
mixed-methods approach served as the most appropriate method for this study because the
primary questions that were evaluated were analyzed via survey and were transcribed into
quantitative tables, as well as through descriptions and explanations provided through interviews
in a natural school setting. The questions related to the problem of practice for this study were
evaluated using data collected from survey and interviews, both of which are tenets of the mixed-
methods approach (McEwan & McEwan, 2003).
Surveys
The researcher sent the survey via staff email to all full-time and credentialed math and
English teaching faculty at CCHS. The email included a link to an anonymous survey using the
Qualtrics survey platform. Prior to asking the questions, the survey explained the purpose of the
study and informed participants that they could cease participation at any time. For those who
did not complete the survey, two reminder emails were sent. The survey was comprised of 24
survey questions that sought to discover the knowledge, motivation, and organizational
influences within the faculty that contribute or prevent teachers from utilizing empathetic
practice. The survey questions were purposefully written with the intent to inform the researcher
of the designated knowledge, motivation, and organizational influences. In order to ensure the
validity of the survey items to measure motivation, knowledge, and organizational influences,
the survey questions were reviewed by faculty at the USC Rossier School of Education, as well
as having been field-tested by secondary school teachers (Creswell, 2008). Teachers with more
than five years of experience in secondary public education who have not taught at CCHS served
EMPATHETIC TEACHER PRACTICE 50

as the field testers for the questions in order to help the researcher calibrate the survey items. The
goal of the survey data was to allow the researcher to obtain generalized data on the CCHS
teachers’ use of empathetic practice (Creswell, 2008).
Interviews
Interview Protocol. The interviews were structured with guiding questions, with the
potential for follow-up questions when necessary (Merriam & Tisdell, 2016). The questions
guided the interviewer to ensure that the data being collected was aligned with the research
questions and knowledge, motivation, and organizational influences. When a line of questioning
led to deeper responses and additional data, the questioning continued with additional prompts
and probing questions by the interviewer. The interview questions that were being asked required
teachers to describe their empathetic practice, socio/emotional practices, and their knowledge of
the academic impact of empathetic practices. These questions were aligned with the conceptual
framework in that their goal was to discover what the teachers’ knowledge and motivation
influences were in the use of empathetic practice. In order to ensure validity and reliability, the
interview responses were triangulated with survey results and document analysis.
Interview Procedures. The interviews took place over several days at a single high
school site, CCHS. The interviews took place in a private and secluded location on campus, with
the intent to help protect the participants’ identities and therefore aid in their comfort level. Most
of the interviews occurred in a private conference room in the library in order to help maintain
privacy and a quiet atmosphere. Express consent was obtained by the researcher prior to all
interviews, and participants were notified that they could disengage from the process at any time.
Interviews were audio-recorded after permission was granted by the interviewees, and detailed
EMPATHETIC TEACHER PRACTICE 51

notes were taken by the interviewer. Each interview took place approximately two weeks after
the distribution of the survey.
Data Analysis
Survey data was collected utilizing the Qualtrics software program licensed through
USC. Survey questions were initially created in order to correspond with and inform the
researcher’s primary research questions, as well as informing the conceptual framework and
knowledge, motivation, and organizational influences. Through the use of the software tools, the
researcher aligned particular survey questions to inform particular aspects of the KMO construct.
Additionally, after the survey data was collected, a distribution report was generated providing
the researcher with information about the responses without identifiable information about the
participants. The answers to the survey responses were analyzed in a spreadsheet that the
researcher then used to evaluate trends in responses by utilizing descriptive statistics, specifically
frequency and central tendency (Fink, 2009). The analysis took place after the researcher had
cleaned the data, coded responses based on the type of data that they represented, and labeled the
data set so that the analysis could be replicated by other researchers. The researcher aimed to
obtain a response rate to the survey of at least 85% in order to meet the standards of the National
Center for Educational Statistics guidelines (Pazzaglia, Stafford, & Rodriguez, 2016). This
standard proved unfeasible, however, with the limitations in place.
Interview data was collected utilizing an audio recorder, and detailed notes were taken by
the researcher. Audio files were uploaded to Rev.com for transcription services. Upon receipt of
the transcripts, the researcher initially read through each interview and open code carefully.
Through the open coding process, the researcher organized patterns and themes that appeared by
using both empirical codes and axial codes derived from the research questions and conceptual
EMPATHETIC TEACHER PRACTICE 52

framework (Corbin & Strauss, 2008). Additionally, the researcher created a codebook based on a
priori codes derived from the expected answers, reliant upon survey data as well as the
researcher’s experience in terms of creating the questions to solicit particular data. Further
readings of the transcripts revealed reoccurring themes among the responses, which guided the
emergent codes that were also included within the codebook. Furthermore, these broader themes
derived from multiple passes of the transcripts, as well as frequency tabulation and typicality
recorded within the code book, were able to influence the researcher’s analysis of the data
(Merriam & Tisdell, 2016).
Credibility and Trustworthiness

In order to increase the credibility of the study, two different methods of data collection
were utilized: surveys and interviews. The use of these two methods helped to determine whether
the data was reliable and if the study measured what it was intended to measure through a cross-
comparison of sources and evidence (Merriam & Tisdell, 2016). As previously mentioned, the
researcher kept verbatim transcripts and audio recordings of interviews. This form of objective
recording in addition to rich notes of all data collection helped to ensure that the researcher was
able to capture a broad and simultaneously in-depth view of what the participants were sharing
(Maxwell, 2014). Further supporting the credibility of the study is the fact that the researcher has
over 10 years of experience in the field of secondary public education. This experience and long-
term involvement with the subject matter allows the researcher to navigate the problem of
practice and the research questions with familiarity and a high level of expertise (Maxwell,
2013). Finally, triangulation of data was used in order to increase credibility. Triangulation is the
practice of collecting information from a diverse group of individuals and methods (Maxwell,
2014; Merriam & Tisdale, 2016). Using a purposeful sample of interview subjects and evaluating
EMPATHETIC TEACHER PRACTICE 53

the data while looking at documents and surveys also helped to increase the credibility of this
study.
Validity and Reliability
In quantitative research, validity is defined by how well a test measures what it is
designed to measure (Robinson, Kurpius, & Stafford, 2006). In order to improve content validity,
survey items were created within the context of a university course with several opportunities for
peer and instructor review (Salkind, 2014). Additionally, the researcher’s dissertation committee
provided useful feedback during the proposal defense, leading to continued improvements and
refinements to the survey protocol. The survey was piloted with a small group of at least ten
teachers from another school outside of the study in order to gather feedback and suggestions for
improvement. The survey was administered online through the Qualtrics program, and all results
will remain anonymous, as no identifiable information was recorded with answers. The
researcher believes that the benefit of maintaining a strong level of anonymity helped contribute
to responses that were more likely to be candid and honest. The increased likelihood for
authentic answers contributes to the validity of the survey (Salkind, 2014). In order to improve
the response rate of the survey, reminders were sent to any staff members who had not
completed the survey after the initial distribution (Fink, 2013). Sampling bias can be a threat to
validity in such that respondents may under-represent or over-represent the problem of practice
under study, and the researcher may also over-rely on accessible participants. Some strategies
utilized to avoid sampling bias were inviting all teachers who met the criteria in the organization
to participate, as well as applying strategies to ensure a high participation rate.

EMPATHETIC TEACHER PRACTICE 54

Ethics
The researcher followed the norms for ethical research involving human participants and
the expectations set forth by the University of Southern California Graduate Research IRB
process. A condition of the IRB process as well as a condition set forth by the school district that
was studied is the anonymity of the participants involved. At the onset of the study, all
participants were informed of the nature of the research; that their participation was completely
voluntary; and that they could stop participating in the study at any time, as suggested for any
formal research project (Rubin & Rubin, 2012). The researcher utilized pseudonyms for the
school district, the participating school, and participating teachers. Furthermore, the results of the
study will not be used by the researcher or the organization to evaluate any of the participating
teachers. These criteria were important in order to protect participating teachers, as well as to
encourage authentic responses and information. The researcher did not personally benefit from
the study.
The researcher is employed in a management position within the district that was
evaluated in the study. The researcher has been employed by the district being evaluated for 10
years. In order to minimize any sense of coercion to participants, no teachers that were under the
supervision of the researcher were allowed to participate (Rubin & Rubin, 2012). In qualitative
research, the relationship between the researcher and the participant has significant ethical
considerations, and in order to produce reliable and valid data, the researcher must make their
ethical research methods clear and transparent to the participants through a process of disclosure
(Merriam & Tisdell, 2016). The researcher was careful to fully explain his role as that of
investigator, unrelated to his position in the school district, and to gain informed consent from
EMPATHETIC TEACHER PRACTICE 55

each participant. Furthermore, all participants’ identities and work locations were protected and
anonymous in order to further protect their identity.
Each participant was provided with full disclosure as to the full purpose of the study,
their right to withdraw, and their right to anonymity and full confidentiality. The researcher’s
responsibility to the subject was to preserve these rights so as not to impact the careers and
professional relationships of the participants. The right to record the interviews were obtained,
with the interviews stored on a locked device kept in the possession of the researcher at all times.
A primary goal of the researcher was to make sure that no harm came to those who participated
in the study (Maxwell, 2013).
Limitations and Delimitations
Some of the limitations of the study may include a perceived power dynamic between the
researcher and the respondents, and how such a dynamic might have impacted the honesty of
respondents. The teachers in the study are all employed at a school district where the researcher
is an administrator, but no teachers that were ever evaluated by the researcher were selected for
interviews. While the researcher would not have served as an evaluator for participating teachers,
his general role may still contribute to teachers being hesitant to answer questions with complete
candor. Although all participants were assured of anonymity and no possibility of retaliation or
evaluation for their responses, they still may have been hesitant in their responses due to prior
knowledge of the researcher’s role and his influence within the district. There may also be a
possibility that the incentive for the survey may have led teachers to click indiscriminately on the
survey just to be eligible for the incentive, and not really to provide in-depth responses.
Furthermore, the ultimate sample size may serve as another limitation, as the study is relatively
small, including only a single school site.
Running head: EMPATHETIC TEACHER PRACTICE 56

CHAPTER 4:
RESULTS AND FINDINGS
Overview of Purpose and Questions
The purpose of this study was to evaluate the degree to which teachers integrate
empathetic practice in the classroom, as well as the related and contributing knowledge,
motivation, and organizational influences. The analysis focused on knowledge, motivation, and
organizational influences related to achieving the stakeholder goal of incorporating empathetic
practice in the classroom with increased frequency by November 2018. While a complete
evaluation of the influences on empathetic teacher practice would also include site
administration, district administration, and students, this study for practical purposes focused on
high school teachers in the Math and English departments at California Coastal High School.
The following questions guided this study:
1. How does teacher knowledge about the effectiveness of empathetic teaching practice
impact the use and frequency of demonstrable empathetic teaching practice in the
classroom?
2. How does teacher motivation affect how frequently teachers are currently employing
empathetic teaching practice in their classes?
3. How does the organization support the use of empathetic teaching practice by teachers in
the classroom?
4. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?
EMPATHETIC TEACHER PRACTICE 57

Data collection in order to answer these questions included surveys and semi-structured
interviews of teachers and two site administrators. Research-based solutions are proposed and
assessed in a comprehensive manner in Chapter Five.
Participating Stakeholders
English and math teachers at CCHS comprised the primary stakeholder group in the
study. Two site administrators, the Principal and one Assistant principal, were also interviewed
in order to provide context and information related to organization influences. English and Math
teachers were specifically chosen as the focus stakeholder group because they are responsible for
delivering the instructional program and are the primary actor in terms of incorporating
empathetic teaching practice in the classroom in order to build supportive teacher/student
relationships. Furthermore, the administered state assessments are specifically in the areas of
English and Math, so the organizational outcome of increased student achievement as measured
by state test results is most relevant when aligned with English and Math teachers. A
convenience sampling method was used in order to target all full-time English and Math teachers
at CCHS for a total potential sample of 41 teachers. Ultimately, 20 teachers responded to the
survey, of which 12 were English teachers and eight were Math teachers. Of those twenty, six
teachers were interviewed, in addition to the two administrators, for a total of eight interviews.
Of the six teachers interviewed, four were math teachers and two were English teachers. As
stated previously, the administrators interviewed were the Principal of CCHS and an Assistant
Principal supporting curriculum. Figure 2 represents the breakdown of participants by
department, while Figure 3 represents the teaching experience of each respondent in terms of
years. To protect the anonymity of the participating teachers, they will be referred to using the
pseudonyms Abel, Bert, Clara, Doug, Ellen, and Frank.
EMPATHETIC TEACHER PRACTICE 58

Figure 2. Participants in survey organized by content area.

Figure 3. Participants in survey by years of teaching experience.
12
8
0
2
4
6
8
10
12
14
English Math
Department
Number of Teachers
Number of Teachers
EMPATHETIC TEACHER PRACTICE 59

Findings
This section presents the findings of the study, and is organized by research question.
Within each research question, the findings are organized by themes that arose from an analysis
of the survey data and interviews. For the first research question, teacher knowledge of
empathetic practice and themes of declarative knowledge and procedural knowledge on
effectiveness and their relation to implementation and frequency are presented. For research
question two, teacher motivation in relation to empathetic practice and frequency of use are
examined through the lenses of teacher self-efficacy and value expectancy. The findings related
to the third research question are presented highlighting teacher perceptions of how
organizational support encourages the use of empathetic practice, as well as the administrative
perspectives of how their influence promotes or detracts from the frequency of empathetic
practice. Lastly, Chapter Four culminates with a synthesis section that summarizes the findings
and explains the significance of the research. Chapter Five will also address the fourth research
question and provide recommendations for organizational practice.
Teacher Knowledge of Empathetic Practice
The first research question explored the extent to which teacher knowledge of empathetic
practice affects the frequency of use. Through the analysis of the survey data, as well as the
interview transcripts, this knowledge influence can be further broken down into teacher
declarative knowledge and procedural knowledge of empathetic practices.
Declarative Knowledge of Empathetic Practice. The reviewed literature in Chapter
Two presented data that teachers are not exposed to or trained in empathetic practice. A logical
assumption of the researcher was that without prior training and formal education in empathetic
practice, teachers would be factually and conceptually deficient in terms of their knowledge of
EMPATHETIC TEACHER PRACTICE 60

empathetic practice. The researcher for the purpose of the study defines the teachers’ knowledge
as deficient when more than 50% of the survey respondents and more than 50% of the
interviewees could not accurately define the components of empathetic practice. The survey data
supports the literature referenced in Chapter Two, with 62% of respondents stating that they had
received little to no training in empathetic practice or in building positive student relationships in
the pre-service credential programs.

Figure 4. Amount of Pre-Service Empathetic Training Provided to Survey Respondents
However, the survey data did not align with the premise that without formal training, teachers
would be deficient in terms of declarative knowledge on empathetic practice. In the survey, 61%
of respondents stated that they were aware of the definition of empathetic practice. Furthermore,
100% of respondents strongly agreed or somewhat agreed that empathetic practice is
EMPATHETIC TEACHER PRACTICE 61

foundational to their ability to teach. The data was significant, and for 100% of the teachers to
report that empathetic practice was foundational to their ability to teach, one must believe that
the teachers would be proficient in the declarative knowledge associated with empathetic
practice. While the survey data does support a slight gap in teacher declarative knowledge of
empathetic practice, the interview qualitative data is more aligned with the literature presented in
Chapter Two, with teachers unable to clearly articulate what empathetic practice is or what it
would look like in their classroom. Abel stated,
Well, I like to be nice to my students. But I don’t have a real system for this, and I guess
I’m not too sure how it affects my students’ performance. It’s more something I do
naturally, but not something that I am formally aware of.
Frank went on to say,
I’m not too sure what empathetic practice would entail or what that would look like in
my class. I know that I want my students to be comfortable, and that they learn better
when they are feeling safe and included.
The statements from these two teachers highlight the fact that when presented with the definition
in the survey question, teachers may have answered in the affirmative when asked about
declarative knowledge. However, in the context of an interview in which teachers were asked to
define and identify how and when they use empathetic practice, all were less confident and not
sufficiently able to provide an affirmative answer. Additional qualitative evidence of a
declarative knowledge gap is supported by the interviews. Abel stated, “I never was taught about
how relationships and connecting with students would directly benefit achievement. I guess it
was just assumed that you should be nice to your students for the sake of being nice.”
EMPATHETIC TEACHER PRACTICE 62

Additionally, Bert offered, “I’m not too sure how me knowing how my students feel can really
impact my ability to teach them math.”
Summary. The survey data appears to inflate the teachers’ declarative knowledge of
empathetic practice when compared to the responses provided in the interviews. The survey
question may have contributed to a biased response, as the definition of empathetic practice for
the purposes of providing context may have also provided teachers with the very declarative
knowledge information that the questions were gauging. Relying upon the triangulation of data
from various methods proved to be helpful. The interview data yielded far less confident
responses when teachers were asked to provide examples of empathetic practice through probing
questions.
Procedural Knowledge of Empathetic Practice. As with declarative knowledge, the
literature reviewed in Chapter Two supported the fact that there would be a gap in teacher
procedural knowledge of empathetic practice, predicated by the lack of formal training. The
knowledge influence gap was supported by the survey data, as well as by the interview data. The
survey data was particularly strong in terms of supporting the fact that teachers do not receive
training to foster empathetic practice. Eighty-three percent of survey respondents replied that
none of their professional development opportunities have ever focused on practices and
strategies to help them build supportive relationships with students.
EMPATHETIC TEACHER PRACTICE 63

Figure 5. Professional Development on Empathetic Training Provided to Survey
Respondents
Furthermore, 60% of respondents shared the fact that not even in their credential programs did
they receive more than a small amount of training in what constitutes empathetic practice. It is
important to note that 38% of respondents did share that they received a moderate to large
amount of empathetic practice training in their credential program, contradicting the research
presented in Chapter Two. However, with 82% of respondents teaching for more than eight
years, the training in their credential program would have been a minimum of eight years prior.
Through the course of the interviews, the researcher identified one teacher, Doug, who
had experienced a large amount of training in their credential program. The teacher shared that
while it was not a formal element of their coursework, a particular professor believed deeply in
EMPATHETIC TEACHER PRACTICE 64

the impact of positive teacher-to-student relationships, and heavily highlighted such practice in
their teaching. Doug provided the following particularly impactful statement:
Everyone called her Grandma D. She lived by the power of authentic relationships as a
foundation for teaching. I still have her handouts on how to build relationships with
students when school starts. I use those steps with every class, every year.
The feedback from Doug highlighted an interesting premise. Even though the training that Doug
received took place many years ago and was not refreshed by his district, it still endured in his
teaching practice. Essentially, the statement confirmed that once the skill was learned, it was not
perishable, at least in the case of this one particular teacher. Furthermore, Doug’s interview
revealed that the process was formalized through steps on a worksheet or job-aid, supporting the
premise that empathetic practice could be taught to teachers as a skill. However, Doug’s
experience was unique amongst the teachers interviewed, as none of the others had any
significant training in either their credential program or their professional practice, as was
represented in the survey results. The responses of the teachers interviewed aligned with the
assumed procedural knowledge gap, such as when Abel stated, “I have not had training at my
school site on how to connect with kids. I do often talk to my peers for support and build a
repertoire of tricks on how to connect with students.” Clara further supported the assumed
knowledge gap when she said, “There has been no training like that ever. Sometimes we have
events like kindness week, where the student body promotes things like random acts of kindness,
but nothing that helps my professional practice.” Clara also mentioned, “The things I do to
connect with students comes from my experience and just wanting to be nice to people.” This
statement from Clara highlighted the concept that teacher empathy is expected to be an innate
and natural skill of all teachers that exists without any kind of training.
EMPATHETIC TEACHER PRACTICE 65

Through the course of the interviews, all teachers did acknowledge not being sure about
how to integrate empathetic practice in their classroom. It was interesting to note that even
without being asked, each teacher quickly confirmed that they would like to learn more, such as
when Ellen said, “I would love some training on those types of strategies.” Some teachers were
particularly enthusiastic about the opportunity to learn about empathetic practice, such as Frank,
when he exclaimed, “Sign me up! That would be such a nice change to learn how to actually
connect with kids. It would make life so much easier!”
Summary. The survey data and interviews confirmed the researcher’s premise that there
was a knowledge gap that directly influenced teachers’ ability to employ empathetic practice in
the classroom. The information provided during the semi-structured interview with Doug was
significant for supporting the fact that empathetic practice was a teachable skill that would
endure within a teacher’s pedagogy.
Teacher Motivation and Empathetic Practice
The second research question evaluated to what extent teacher motivation affects the
frequency of use in relation to empathetic practice. Through the analysis of the survey data, as
well as the interview transcripts, the motivational influence can be further broken down into
teacher self-efficacy and teacher value expectancy of empathetic practices.
Self-Efficacy in Relation to Empathetic Practice. The researcher found that the
motivation, specifically self-efficacy in terms of whether or not teachers believed that they would
be successful at implementing empathetic practice was higher than expected, considering their
knowledge gap. As previously noted, 83% of the responding teachers shared that they had no
previous professional development in empathetic practice, and 60% shared they had received no
such training even in their credential programs. This knowledge gap would support a precursor
EMPATHETIC TEACHER PRACTICE 66

for low self-efficacy, because without the knowledge of how to implement a practice, it would
thus be unlikely for an individual to be confident in executing the practice. However, the survey
data confounded the researcher’s assumption, with 72% of respondents sharing that they had
actually observed success through increased student achievement through what they believed
was the implementation of empathetic practice, as defined by the researcher.

Figure 6. Teachers’ responses in the survey when asked whether they had experienced a
student improving their achievement after the use of empathetic practice
The reported success with student achievement via empathetic practice would support higher
levels of self-efficacy, as perceived success in a given task promotes motivation (Bandura,
EMPATHETIC TEACHER PRACTICE 67

1988). The teachers’ perception was that they not only already employed elements of empathetic
practice, but it also correlated the academic success or improvement of students with the
teachers’ use of empathetic practice. Additionally, the teachers surveyed believed that
empathetic practice is a skill that could be taught to them. Ninety-eight percent of the
respondents shared that they believed that empathetic practice could be taught to teachers.

Figure 7. Teachers’ responses in the survey when asked whether they believed
empathetic practice is something that can be taught to a teacher.
The belief that something could be taught and subsequently learned also supports higher levels of
self-efficacy. If one believes that they can learn something, they are projecting their ability to
eventually practice or perform the task, which supports positive self-efficacy (Bandura, 1988).
The interview data supported the survey data for the second research question and the
influence of self-efficacy. All of the teachers interviewed expressed not only that they have
already employed components of empathetic practice, but also that they were proficient in
supporting the effective environment of the classroom. Doug stated, “The teacher’s affect
EMPATHETIC TEACHER PRACTICE 68

controls the weather in the classroom. The teacher not only influences the kids’ behavior for the
class period, but at school as a whole.” Doug believed in his ability to manipulate the
environment of the classroom, and even the students’ moods and emotions for the duration of the
school day. Abel expanded upon this theme when he exclaimed,
I can see how my mood and actions affect the behavior and learning of my students.
Some days, I can certainly do a better job, but I try to make all my students comfortable,
so they are in the best position to learn. I think I am pretty good at that.
Both Doug and Abel recognized their ability to affect the students’ ability to learn based on what
type of learning environment that they created through emotion and sentiment. Bert expanded
upon this and actually considered his students’ feelings in his lesson planning when he said, “It’s
kind of like part of my lesson plan. What mindset do I need my students to be in to learn the
lesson of the day? What do I need to do to get them there?” While all of the teachers interviewed
did express their ability to connect with students and the subsequent academic benefits of doing
so, all of them also expressed the desire for more training and believed that their skill in this
facet of teaching was something that could be improved. The recognition of improvement in the
area further supports motivation in the area of self-efficacy as not being a predominant influence
on the gap in empathetic practice frequency. A final statement by Abel on this theme pointedly
summed up this inference: “I know I could be better. I rely on my experience and instinct. But I
don’t really know how effective I am. There is no data. I guess maybe it’s just all in my head
[laughter].”
Summary. The research presented suggests that the teachers surveyed and interviewed
believe in their own ability to implement and perform empathetic practice in the classroom.
While this confidence maybe unfounded, that detail is not relevant for the purpose of self-
EMPATHETIC TEACHER PRACTICE 69

efficacy. When evaluating motivation influences, the data collected in this study supports teacher
self-efficacy in terms of their ability to utilize empathetic practice as not a contributing factor
towards the gap in frequency of use.
Value Expectancy in Relation to Empathetic Practice. The value expectancy in empathetic
practice from the teachers surveyed and interviewed was categorically high. Of the teachers
surveyed, 88% believed that teacher empathy had a large-to-moderate impact on student
achievement. This data reflects the fact that the teachers surveyed firmly believe that in relation
to the outcome of student achievement, empathetic practice has a high value in terms of
supporting such an outcome. Furthermore, 88.89% of the teachers surveyed responded that they
would definitely use empathetic practice if they knew that it would increase student achievement.
These two data points from the survey strongly support the fact that teachers believe that
empathetic practice supports achievement, and subsequently would strongly support the use of
empathetic practice with the knowledge that it supports student achievement.

Figure 8. Teachers’ responses in the survey when asked whether they believed that
empathetic practice has an impact on student achievement.
EMPATHETIC TEACHER PRACTICE 70

Figure 9. Teachers’ responses in the survey when asked whether they would utilize
empathetic practice if they knew that it would benefit student achievement.
The interview data aligns with the survey data, in which the participating teachers highly value
their ability to make positive relationships with their students and influence the feelings and
emotions of their students. All of the teachers interviewed shared that positive relationships with
their students was not only a preferred outcome, but was also a goal of theirs. The teachers
shared that not only did they believe that there was an academic benefit to their ability to procure
positive relationships and positive classroom environments through empathy, but that they
simply enjoyed being liked and looked up to by their students. The interview data added the facet
of personal value, in addition to professional value to empathetic practice. The teachers
interviewed shared that it was necessary and rewarding for them to be viewed as mentors and
trusted adults to their students. This additional facet was relevant to the researcher because it
encompasses a previous assumption in which teachers are believed to be able to connect with
and procure positive relationships based on their personal attributes, as opposed to their training
EMPATHETIC TEACHER PRACTICE 71

and professional goals. The following interview excerpts provide context to the researcher’s
assumptions. Many of the excerpts from the teacher interviews support the researcher’s
statements, such as when Frank declared, “I want to be their hero. Not in the traditional sense
that I save the world, but I want to be someone they look up to, trust, and feel like I believe in
them so they believe in themselves.” This sentiment was repeated by Abel when he stated, “It’s
important for me to be respected by my students. To be someone who can be their mentor and
someone they enjoy learning from.” Both Frank and Abel projected a deep sense of importance
in terms of being viewed as a mentor by their students. The deep value of being liked and even
loved by students was further supported by Bert when he stated,
I hear kids say they love me. I went to a boba shop the other day and former students
said they hear kids talk about how much they like my class. That was really important for
me to hear. I love that they love coming to my class.
The teachers draw a clear relationship between students appreciating them and their class and the
presence of a beneficial learning environment. Clara extends this sentiment when she stated, “It
important to be respected. Respect comes from caring. If I care for my students, they will respect
me. Respect is the foundation of my classroom.” Each of the teachers interviewed shared a
strong personal value in developing positive relationships with their students. The survey
responses supported the academic and professional value of teacher empathy, and the interview
data provided additional context and the layer of personal value in terms of being liked and
respected as a result of teacher empathy.
Summary. The teachers surveyed and interviewed placed a high level of value in the
outcomes of empathetic practice. The teachers believed that teacher empathy would benefit
student achievement, and that teacher empathy was a valuable teaching practice. Furthermore,
EMPATHETIC TEACHER PRACTICE 72

the teachers interviewed revealed a strong personal value of being liked and respected by their
students. The data collected supports the value expectancy component of motivation as a non-
significant contributing influence to the gap in the frequency of empathetic practice.
Organizational Influences on Empathetic Practice
The third research question examined the organizational influences on teachers relative to
their use of empathetic practice. As described in the review of the literature, there are many
organizational influences on the frequency of empathetic practice in the classroom. The
researcher focused on the teacher-perceived influences of the site administrators, primarily the
Principal and the Assistant Principal. Additionally, the survey evaluated the organizational
influence of the district, particularly by way of professional development and teacher learning
support. In order to provide deeper data in relation to the organizational influences, the
researcher interviewed the Principal at CCHS, as well as the Assistant Principal, who oversees
curricular support. The addition of these interviews provides more context about the
organizational actors at the school site, in addition to the information received in the survey and
interview data of the teachers. The primary themes that emerged from evaluating the data were
those of school site training and support, as well as organizational value expectancy represented
by the Principal. The teachers’ value of empathetic practice was directly impacted by the
availability of training provided by their school site and support provided by their site
administrators. Additionally, the teachers’ perception of the organization’s value of empathetic
practice was impacted by the omission of empathetic practice in professional goals, as well as the
school mission and vision statements.
Teacher Perception of Organizational Professional Development Support. The
survey data revealed a large gap in terms of the organizational support perceived by the teachers
EMPATHETIC TEACHER PRACTICE 73

in relation to overall professional development, and particularly with empathetic practice. Of the
teachers surveyed, the average response for the number of days provided for professional
development was four days, with the most being six days. These days encompassed the totality
of training that the teachers were provided with by their organization. The days would have to
cover all mandatory training, such as health, safety, evacuations, and legal issues, in addition to
any possible pedagogical or classroom practice training. Of the professional development days
provided, all teachers responded that zero days were dedicated towards helping them to build
positive teacher-to-student relationships, to provide emotional support, or any other facet of
empathetic practice. This data is particularly significant when contrasted to the data stating that
94.5% of the respondents shared that they would definitely or likely like to participate in
empathetic practice training.

Figure 10. Teachers’ responses in the survey when asked how likely would it be for them
to participate in empathetic practice training.
EMPATHETIC TEACHER PRACTICE 74

To reiterate, the teachers shared the fact that they had received zero days or zero amount of
professional development dedicated to empathetic practice from their school site or district, but
that 94.5% shared they would likely participate in such training if it were offered. The researcher
found this gap between stakeholder need and organizational support to be of notable influence on
the frequency of empathetic practice. The teachers interviewed added context to the observed
gap, particularly Bert, when he shared,
Oh, there has been no mention of formally connecting with students in trainings. I mean,
it’s something that I think is expected, but it never comes up. I guess when we are
prepping for IEPs, we sometimes have staff go over how to greet the parents, but as a
staff, we have definitely not been trained in a staff meeting. I would love this type of
training, though.
Bert’s sentiments clearly highlighted many of the teachers’ opinion that formal training in terms
of how to connect with students and build empathetic practice was altogether lacking at CCHS.
Furthermore, teachers felt that building relationships may not be a professional or site priority.
Abel stated, “We tend to get training on things that are important to the administration or the
district. Teacher empathy or creating student connections has never been part of a goal, and has
never been part of a training.”
Summary. The survey data and interview data support the fact that teachers value
training in empathetic practice, but also that they have no formal organizational support in such
training. The impact of the absent training is extrapolated to reflect the organization’s priorities
and values as well. By virtue of not including any training for empathetic practice, the teachers
believe that such skills and practice are not a priority or even an expectation of their
organization, and thus simply a practice that would be nice but that is not necessary.
EMPATHETIC TEACHER PRACTICE 75

Teacher Perception of Administrative Support. While many of the organizational
structures such as release days and the professional work calendar are prescribed by the district
office, much of the professional development and training are actually orchestrated by the school
site administration. Additionally, all of the professional observations and evaluations are handled
by the school site administration, making the Principal and Assistant Principals into very active
and visible representatives of the organizational culture and norms. Within CCHS, the Principal
has leverage with which to define the school site’s instructional, cultural, and pedagogical goals.
As such, the Principal possesses a prominent ability to focus on school site teacher training and
classroom instructional expectations. The structural organization dynamic at CCHS makes the
priorities and instructional goals of the Principal central to the practice of the teachers. The
survey data collected indicated that the teachers believed that their Principal possessed the
knowledge and ability to promote empathetic practice at CCHS. This survey data confounds the
interview data in which teachers share that they do not believe empathetic practice to be a
priority because their administrators were not knowledgeable about empathetic practice.
Seventy-two percent of the teachers responded that they believed that their Principal or curricular
support team were aware of empathetic practice.
EMPATHETIC TEACHER PRACTICE 76

Figure 11. Teachers’ responses in the survey when asked if they felt that their Principal
or curricular support team were aware of empathetic practice.
The data reveals that the teachers at CCHS believe their organization site leaders to be
knowledgeable about empathetic practice. Ninety-four percent of teachers surveyed shared that
they believed teacher-to-student relationships were also valued by their Principal.

EMPATHETIC TEACHER PRACTICE 77

Figure 12. Teachers’ responses in the survey when asked if they believed that their
Principal values teacher-to-student relationships.
The data supports the fact that there would be organizational motivation to support or pursue
empathetic practice training, as there is a perception of value. Furthermore, 66% of the teachers
believed that their Principal or curricular support teams would be extremely-to-probably likely to
provide empathetic practice training. The survey data supports the fact that the teachers at CCHS
believe their Principal and curricular support team to be knowledgeable, motivated, and likely to
provide training for empathetic practice. From the survey data, the teachers’ perception of
organizational support would not appear to be a contributing influence to the empathetic practice
frequency gap.

Figure 13. Teachers’ responses in the survey when asked how likely would it be for their
Principal or curricular support team to provide training on empathetic practice.
The interview data provided conflicting feedback in terms of teacher perception of administrative
support. When the interviewees were asked to give examples of administrative knowledge or
EMPATHETIC TEACHER PRACTICE 78

reasons for why they believed that their Principal or curricular support team would provide
empathetic practice training, the responses were less supportive than the survey data.
Furthermore, Abel highlighted that there was no mention of teacher-to-student relationships in
the school’s mission or vision statement when he declared,
I know our Principal believes in connecting with kids, but I can’t say if it’s because he
knows it supports achievement. I just know that it’s something he believes will improve
school culture. It is absent from our school mission and vision, however.
The teachers interviewed believe that their administrators support positive teacher-to-student
relationships, but without pedagogical purpose. Doug expressed the lack of an administrative
pedagogical basis for positive relationships when he shared,
After observations, he has pointed out how to engage students who may not be paying
attention. But maybe that is more of an engagement strategy than empathy? I can’t say I
would expect him to lead a whole training on empathy.
A particularly critical viewpoint of the administrative knowledge of empathetic practice was
provided by Ellen when she stated,
I doubt our admin know what empathetic practice is. They for sure believe in supporting
students, but that is more an all-around feeling. We don’t train on how to connect with
kids for the sake of achievement.
The interview data represent a more tentative belief in the administration’s knowledge and
ability to lead any kind of empathetic practice training. The teachers believe that the Principal is
supportive of positive teacher-to-student relationships for the purpose of nurturing a positive
school culture, but they are unsure about the link between such relationships and positive student
achievement. The interview data supports a teacher perception of an organizational knowledge
EMPATHETIC TEACHER PRACTICE 79

gap, in which empathetic practice may be loosely supported, but that training and deeper
knowledge as to how it would benefit student achievement is lacking.
Summary. The survey and interview data related to teacher perception of administrative
support provide conflicting perspectives. The survey data was predominantly supportive of
administrative knowledge, value expectancy, and even the ability to lead training in empathetic
practice. However, the interview data was more tepid in terms of perceived administrative
support by virtue of knowledge and ability to provide training. The data may suggest that
teachers superficially believe their administrative and curricular support teams to be supportive
of building positive teacher-to-student relationships, but when asked in more detail through the
interview process, teachers were not able to provide specific examples or reflections on when
their administrators linked such relationships to student achievement, or whether they would be
able to lead trainings on such practices.
Administrative Interview Data. While the teachers are the primary stakeholders of the
study, the researcher found that it was relevant to interview the Principal and the Assistant
Principal overseeing curricular support at CCHS. The purpose of including interview data from
these administrators was to provide additional context on the organizational influences that are
related to empathetic practice at CCHS. The primary themes that emerged from interviewing the
Principal and Assistant Principal at CCHS were that the administrators were supportive of the
tenets of empathetic practice, but that they themselves were not knowledgeable or trained on
empathetic practice. The personal support for empathetic practice is evident when the Principal
articulated, “I deeply believe in the benefits of positive teacher and student benefits. Not only
from experience as a teacher myself, but as a parent of children that would thrive when they
connected with their teacher.” However, the Principal’s belief in the value of empathetic practice
EMPATHETIC TEACHER PRACTICE 80

is based on his personal experience, rather than research-based knowledge or training. The
Principal was forthcoming in terms of sharing his lack of experience in formal empathetic
practice knowledge when he shared, “I have never had any formal training on how to
systemically incorporate empathetic practice into the classroom. If I were to train my staff, it
would be based off my experience, which may not be sufficient.” The knowledge gap in terms of
empathetic practice is echoed by the Assistant Principal as well, when he stated, “I’ve seen more
and more in journals related to teacher empathy and teacher emotional intelligence. I think it is
highly relevant and needed, but I wouldn’t feel like I am prepared to support my teachers in such
training.”
The Principal and the Assistant Principal were confident about the benefit of positive
teacher-to-student relationships. The Principal had a deep belief in the practice based not only on
his teaching experience, but as an additional stakeholder as a parent. This anecdote was
significant to the researcher, as it provided the insight that the student perspective that the
Principal also shared was highly positive. The Principal and Assistant Principal also shared their
knowledge gap, revealing that they had never been formally trained in empathetic practice as
teachers or as administrators. The lack of training contributed to a lack of self-efficacy in terms
of being able to train the staff in empathetic practice.
Further contributing to an organizational influence to the gap in empathetic practice was
the administrators’ perception of organizational pressure from their leadership to highlight and
focus training on district initiatives that did not include empathetic practice. The perceived
district leadership pressure contributed to an environment in which the Principal did not believe
that he had time to include training on empathetic practice at his site. The Principal felt that his
performance was related to specific district initiatives, and that he was not comfortable branching
EMPATHETIC TEACHER PRACTICE 81

out. This concern was shared when the Principal stated, “I know our board and superintendent
value positive community relationships, for sure. However, I feel that most of my focus on
trainings are related to professional learning communities, since that is our big focus for school
sites.” The Assistant Principal additionally said, “I think we certainly can incorporate such
training—we have the time. It’s just knowing how to do it and knowing it would be linked to
student achievement. If not, it might seem like a pet project.” Both administrators were cognizant
of the broader district goals and initiatives. While neither felt that the inclusion of empathetic
practice training would be an outright violation of those priorities, they both expressed more
pressing and more highly prioritized needs. The Assistant Principal was sensitive to making sure
that any training related back to student achievement or articulated goals so that the training
would not appear to be a personal preference or, as stated, a pet project.
Additionally, the administrators shared that they believed that many of their teachers
were not knowledgeable about empathetic practice, but did believe that many teachers’ practice
and a subsequent increase in student achievement would take place following such training. Such
sentiments are also reflected by the Principal when he stated, “I would really love to implement
some type of training like this. Our teachers need it. So many mean well, but need strategies to
help them build relationships to help the students’ learning. It really is something that I think we
miss in education.” It is evident that the Assistant Principal is also very supportive of training the
teachers in empathetic practice when he said,
We all need this! It is not enough to rely on personal experience or hope that all teachers
are just people persons. Imagine how drastically better school would be if all teachers
knew how to connect with kids for the purpose of getting the most out of them!
EMPATHETIC TEACHER PRACTICE 82

The enthusiasm of both administrators in terms of establishing some form of empathetic practice
training was striking to the researcher. Both administrators shared a high level of value in such
training and deeply believed that their teachers needed it. The Principal reflected that he would
feel comfortable leading his staff in such training or even having other teachers lead such
trainings if they were able to be trained first. The Principal was particularly keen on linking the
steps and process to something that could be replicated and defined so that it would be systemic
and aligned with district training norms.
Summary. The administrators were particularly supportive of empathetic practice
training for their teachers. They shared that they had knowledge of the practice or elements of
the practice, but that it was derived from experience and not formal training. The lack of formal
training appeared to be a motivational roadblock in terms of the administrators providing the
training to their staff, as they did not want to appear unprepared or as if such training were a
personal project. Additionally, both administrators shared that they did not feel as if they had
organizational support for focusing on teacher empathy during trainings. While they
acknowledged that their supervisors valued community and stakeholder relationships, they also
believed that they were expected to focus their attention on more explicit district goals and
initiatives. Lastly, both administrators expressed enthusiasm for the prospect of being able to
offer such trainings for their staff, as well as how they believed that empathetic practice training
was indeed needed by their teachers. They shared that they would be comfortable leading such
training if they themselves had received the appropriate training with which to do so.
Findings Synthesis
The findings from the research data derived from the teacher survey, teacher interviews,
and the administrator interviews inform the researcher on likely influences for the gap in the
EMPATHETIC TEACHER PRACTICE 83

frequency of empathetic practice. The findings synthesis will be organized by teacher
knowledge, teacher motivation, and organizational influences.
Teacher Knowledge of Empathetic Practice
The survey findings as well as the interviews suggest that there is a significant knowledge
gap amongst teachers in relation to empathetic practice. While teachers recognize and report via
survey questions that they are aware of the declarative knowledge associated with teacher
empathy, the interview data reveals a more significant gap. It is important to reiterate that none
of the teachers interviewed could accurately define empathetic practice and describe how they
would utilize it in the classroom. Teachers acknowledge that they have had little to no pre-
service or professional development in the area of empathetic practice. Their knowledge stems
from their personal experience or informal collaboration with peers in which facets of empathetic
practice for the sake of classroom management are shared. None of the teachers were able to link
the benefits of empathetic practice to specific aspects of student achievement, and no teachers
were able to share a systematic plan or practice for how they employ teacher empathy. As
reviewed in Chapter Three, the primary knowledge and basis for any sense of teacher empathetic
practice is loosely built upon personal experience, reliance on personal charisma, and anecdotal
professional knowledge about productive classroom environments. Based on the research
presented, the researcher can attribute the lack of teacher empathetic practice displayed in the
classroom to a declarative and procedural knowledge gap amongst the teachers.
Teacher Motivation and Empathetic Practice
Teacher motivation did not present as a contributing influence on the gap in the
frequency of empathetic practice. Teachers overwhelmingly shared that they believe in the value
and in their ability to employ empathetic practice if they were provided with the appropriate
EMPATHETIC TEACHER PRACTICE 84

training. Teachers soundly provided feedback supporting that they believe in the importance of
positive student-to-teacher relationships, even prior to having the knowledge to inform them that
such relationships also greatly benefit student achievement. Also supportive of the presence of
teacher motivation to employ empathetic practice was the caveat that the teachers surveyed
expressed that they would want to learn about and employ empathetic practice even if it only
marginally benefited student performance. Additionally, the administrators interviewed both
shared that they believe in the value and virtue of teachers learning about empathetic practice.
The stakeholders involved in this research believe in the value of empathetic practice and in their
ability to employ empathetic practice to a high degree. As such, teacher motivation did not
appear to be a contributing influence on the gap in the frequency of empathetic practice.
Organizational Influences
The survey data and interview data revealed the organizational influences to the gap in
teacher empathetic practice to be the most significant. Overall professional development and
training of teachers in empathetic practice was the most apparent gap, and this gap was clearly
presented in the survey data in which almost none of the teachers shared that they had any pre-
service or professional development related to empathetic practice. Furthermore, teachers did not
feel as if their organization particularly their site administrators would evaluate them on their
proficiency of empathetic practice. The school and district mission and vision statements at
CCHS make no reference to relationships between teachers and students, exemplifying the
organization’s value omission towards empathetic practice and its importance to student
achievement. Additionally, the primary site instructional leaders such as the Principal and
Assistant Principal had no formal training on empathetic practice. Without prior knowledge and
training in empathetic practice on the part of the Principal and Assistant Principal, the primary
EMPATHETIC TEACHER PRACTICE 85

curricular and teacher training force has little to no formal knowledge about empathetic practice,
and thus has a limited ability to train the teachers in such practice. Teachers expressed that while
they felt their administration to be supportive of the tenets of empathetic practice, they also
believed that it was not particularly important to them. Similarly, the site administrators
expressed that while they believed deeply in the importance of empathetic practice, the pressures
that they experienced from their supervisors to promote district initiatives would supersede any
desire to train teachers in empathetic practice. Teachers and administrators alike expressed a
desire to learn more about empathetic practice and how to utilize such practice in the classroom.
Presumably, with an increased opportunity for training, the previously mentioned teacher
knowledge gap would also be affected, resulting in more frequent use of empathetic practice in
the classroom. The most impactful influence upon the frequency of teacher empathetic practice
was organizational support. The lack of training and organizational value in empathetic practice
contributed most to the gap in empathetic practice in the classroom.

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EMPATHETIC TEACHER PRACTICE 87

CHAPTER 5:
DISCUSSION AND RECOMMENDATIONS
In the previous chapter, the assumed influences in the study were validated through
qualitative and quantitative data analysis and organized into knowledge, motivation, and
organizational challenges. Chapter Five will discuss the significance of these findings with
regards to theoretical principles and will then provide recommendations for addressing areas that
are in need of improvement. Just as in Chapter Four, the recommendations are organized into
categories of validated knowledge, motivation, and organizational influences. Recommendations
are context-specific and research-based in order to increase the likelihood of successful
implementation. The remainder of the chapter describes how the New World Kirkpatrick Model
(Kirkpatrick & Kirkpatrick, 2016) will be used to implement the recommendations and to
evaluate their impact. The model has four levels, and will be utilized in reverse order: results,
behavior, learning, reaction. The effective use of the Kirkpatrick model will provide important
information about whether the recommendations are providing the desired results in terms of
teachers’ use of empathetic practice at CCHS.
Recommendations for Practice to Address KMO Influences
Knowledge Recommendations
Introduction. Table 5 represents the assumed knowledge influences and whether or not they
were validated through the information that was gathered through the surveys and interviews of
teachers and administrators. The first influence was validated by the data, as teachers initially
expressed declarative knowledge of empathetic practice, but follow-up interviews revealed that
they did not truly have declarative or procedural knowledge of empathetic practice. The other
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two knowledge influences listed in Table 5 were a priority for the study and are accompanied by
recommendations for how to address these knowledge influences.
Table 5
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Principle and
Citation
Context-Specific
Recommendation
Teachers need to know
what constitutes
empathetic teaching
practice. (D)
Procedural
knowledge
includes
strategic
knowledge
(Anderson &
Krathwohl,
2001).

Provide teachers with
a toolkit, develop a
checklist, and
conduct a review of
empathetic practice
definitions and norms
in structured staff
meetings.
Teachers need to have
knowledge about how to
employ empathetic
teaching strategies. (P)
Procedural
knowledge
increases when
the declarative
knowledge that
is required to
perform the skill
is available or
known (Clark &
Estes, 2008).

Provide teachers with
targeted professional
learning
opportunities, such as
release days to spend
working with
pedagogical experts
in order to learn
standardized steps of
empathetic practice.
Teachers need to know
how strong student-
teacher connections
positively impact
student achievement. (P)
Creating
schemata helps
learners to
organize
declarative
knowledge in a
domain
(Schraw, Veldt,
& Olafson,
2009).
Provide teachers with
continuing education
through the use of
literature and
research highlighting
the benefits of
supportive teacher
relationships. Provide
collaborative
opportunities in staff
EMPATHETIC TEACHER PRACTICE 89

meetings for teachers
to connect the steps
of empathetic
practice benefits to
their teaching
practice.

The foundation for addressing the validated knowledge influence gaps will need to start with the
teachers’ declarative knowledge. As noted by Clark and Estes (2008), the increase of declarative
knowledge facilitates growth in procedural knowledge and potentially acquiring skills for
expertise. In order to promote the true training and acquisition of empathetic practice skills, an
emphasis should be placed upon providing teachers with a strong foundation of declarative
knowledge. The context-specific recommendation explains how this declarative knowledge will
be delivered to the teaching staff, as well as provides a plan for the conveyance of procedural
knowledge. These recommendations, when delivered through effective training modules, will
help to address the validated knowledge influences in the study.
Declarative knowledge solutions. Teachers will need to know what constitutes
empathetic teaching practice if there is to be an expectation that they should increase their use of
empathetic practice. Anderson and Krathwohl (2001) reinforce the notion that procedural and
declarative knowledge are supported by access to strategic knowledge. The information would
support the need for tools and training with which to help teachers identify and prioritize the
strategic components of empathetic practice. As such, it is recommended that teachers are
provided a toolkit that allows them to develop a checklist and conduct a review of empathetic
practice definitions and norms in structured staff meetings (Anderson & Krathwohl, 2001).
EMPATHETIC TEACHER PRACTICE 90

To assist with the knowledge acquisition necessary for promoting empathetic practice
inclusion in the classroom, teachers must be provided with opportunities to strategically connect
the new information with their prior experiences and existing knowledge (Schraw &
McCrudden, 2006). The inclusion of a toolkit that outlines the definitive components of
empathetic practice, along with opportunities for implementation, can further enhance teachers’
ability to successfully employ new strategies. Additionally, providing opportunities for teachers
to share, collaborate, and practice the appropriate use of the terms, concepts, and theories that are
associated with empathetic practice will benefit the process of knowledge acquisition (Schraw &
McCrudden, 2006). In order to promote such a multi-tiered approach to knowledge acquisition, a
toolkit and structured training on empathetic practice are recommended.
Procedural knowledge solutions, or description of needs or assets. Teachers will need
to have procedural knowledge regarding how to employ empathetic teaching strategies so that
they may utilize such strategies effectively in the classroom. Clark and Estes (2008) support the
notion that procedural knowledge increases when the declarative knowledge required to perform
the skill is available or known. To promote and further the implementation of empathetic
practice, it would benefit teachers to provide them with a solid foundation of declarative
knowledge about empathetic practice. The recommendation to remedy this knowledge gap would
be for school sites to provide teachers with targeted professional learning opportunities, such as
release days during which to work with pedagogical experts in order to learn standardized steps
and to train teachers on empathetic practice.
To promote the implementation of empathetic practice or the development of procedural
knowledge regarding empathetic practice, opportunities for guided practice, coaching, and
modeling will be essential (Mayer, 2011). Once declarative knowledge about empathetic practice
EMPATHETIC TEACHER PRACTICE 91

has been solidified through training and job kits, the practice of the learned knowledge will be
key to successfully implementing the learned strategies (Schraw & McCrudden, 2006). Teachers
who reflect upon their observations with a pedagogical coach, such as a trained department chair,
are able to connect the observed strategies with their own practice (Baker, 2006).
Motivation Recommendations
Introduction. The primary motivation influences that were evaluated by the researcher
focused on teacher self-efficacy and value attainment in relation to empathetic practice. Clark
and Estes (2008) suggest that a stakeholder’s perception of their ability to succeed in a task, as
well as a stakeholder’s perception of the value or importance of the task, are both central to their
motivation to persist in the task. Data from the study revealed that the teachers who were
surveyed expressed confidence and a relatively high level of self-efficacy in relation to
empathetic practice. However, data from the interviews revealed an underlying uncertainty as to
what exactly empathetic practice would look like in the classroom. Furthermore, all interviewed
teachers expressed hesitance when asked to expand upon their assumed knowledge about
empathetic practice. The data from the study supported the fact that the teachers placed a high
level of value in empathetic practice. The teachers believed that their ability to connect with a
student in a positive relationship was a valuable teaching tool. However, the teachers who were
interviewed were not able to exactly identify how empathetic practice was directly beneficial to
student achievement. Therefore, a clearer and standardized training through which to connect
how empathetic practice benefits student achievement could help to strengthen the value
attribution in order to support teacher motivation to implement empathetic practice.
EMPATHETIC TEACHER PRACTICE 92

Table 6
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence

Principle and
Citation
Context-Specific
Recommendation
Teachers need to feel as
though they have the
ability to positively
influence student
performance and
persistence through their
affect and empathy (self-
efficacy).
High self-
efficacy can
positively
influence
motivation
(Pajares,
2006).

Provide
opportunities to
observe a credible,
similar model
engaging in
empathetic practice
that has
demonstrable value
to student
achievement.
Provide structured
opportunities for
practice and
reflection with a
pedagogical coach.
Teachers need to value
strong positive
relationships with their
students in order to
promote achievement
(attainment value).
Individuals are
more likely to
engage in an
activity when it
provides value
for them
(Eccles, 2009).

Share the
correlation between
teacher empathetic
practice and student
achievement
through
instructional
coaching
opportunities.
EMPATHETIC TEACHER PRACTICE 93

Teachers need to feel
responsible and obligated
to create a positive
learning environment for
students through their
practice (task value).
Learning and
motivation are
enhanced if the
learner values
the task
(Eccles, 2006).

Value is
correlated to
the importance
that an
individual
places in the
task or duty at
hand (Rueda,
2011).
Promote and
schedule teacher
observation
opportunities in
which teachers can
visit classrooms
where teachers
employ empathetic
practice and where
students are
successful. Promote
reflection and
collaborative
discussion so that
teachers can plan
and relate the
observed practices
to their own.

Self-Efficacy. Teachers need to feel as though they have the ability to positively
influence student performance and persistence through their relationship with students and the
practice of empathy. Pajares (2006) supports the notion that modeling professional behaviors
with structured feedback and coaching can increase self-efficacy. Furthermore, high self-efficacy
can positively influence motivation (Pajares, 2006). Pajares also supports a process in which
teachers are provided with structured trainings and opportunities to observe experts employing
empathetic practice. The recommendation is then to provide opportunities to observe a credible
teacher mentor engaging in empathetic practice with functional value for student achievement.
Self-efficacy is integral to the motivation and expectancy of success. Motivation and
performance are enhanced when learners believe that they have the ability to successfully
complete a task (Clark & Estes, 2008). Teachers are presented with a myriad of instructional
techniques through the course of their career, and they will often adopt techniques and strategies
that they feel they will be most successful in their classroom (Aguinis & Kraiger, 2009). Self-
EMPATHETIC TEACHER PRACTICE 94

efficacy motivational theory would support the notion that the more successful teachers feel in
terms of utilizing empathetic practice, the more likely they are to actively use empathetic
practice in the classroom.
Attainment Value. Teachers need to value strong positive relationships with their
students in order to promote student achievement. Task value within motivation theory is the
premise that motivation, learning, and performance are all enhanced if a person values the task at
hand (Clark & Estes, 2008). Teachers need to value positive relationships with their students, as
it is directly related to the outcome of increased student achievement. Making and
communicating the link between positive teacher-to-student relationships procured through
empathetic practice will help to create value in the development of positive relationships with
students. The recommendation regarding how to promote this perception of value is to provide
instructional coaching opportunities with teachers already skilled in empathetic practice, such as
trained department chairs, so that they can share the correlation between teacher empathetic
practice and student achievement.
Clark and Estes (2008) highlight the correlations between how important a task is to an
individual and how motivated they are to completing the task, which is otherwise known as
attainment value. The more important that a teacher believes a particular teaching strategy,
lesson, or activity to be, the more likely the teacher will be to fully commit to the activity or
process. Individuals are more likely to engage in an activity when it provides value to them
(Eccles, 2009). In order to promote the use of empathetic practice among teachers, teachers must
correlate the importance of positive teacher-to-student relationships with higher student
achievement. From the value perspective of motivational theory, it would appear that increasing
EMPATHETIC TEACHER PRACTICE 95

the perceived importance of positive teacher-to-student relationships would increase the use of
empathetic practice.
Organizational Recommendations
Introduction. Through the course of the research, the organizational influences stood out
as being the most impactful upon the performance gap regarding empathetic practice being
implemented in the classroom with more frequency. Table 7 represents the organizational
influences validated through the data analysis process. Clark and Estes (2008) found that
performance problems are likely to occur when organizational policies do not support
organizational goals or culture. In order to describe organizational culture, Gallimore and
Goldenberg (2001) utilized the concept of cultural models and cultural settings. Cultural models
are shared norms regarding how things are supposed to work, whereas cultural settings are how
these behaviors actually occur. Rueda (2011) suggested that cultural models and settings have a
reciprocal relationship that is dynamic and intertwined, and this helps to explain why
organizational policies, structures, and practices exist. Table 7 indicates two cultural models as
organizational influences that were validated and which carry a high priority for achieving the
stakeholders’ goal. Table 7 also lists the recommendations for these influences derived from
theoretical principles.
Table 7
Summary of Organizational Influences and Recommendations
Assumed
Organizational
Influence

Principle and
Citation

Context-Specific
Recommendation
The school
mission and
vision do not
reference
Organizational
performance
increases when
processes and
Utilize a
Professional
Learning
Community
EMPATHETIC TEACHER PRACTICE 96

building teacher-
student
connections.
resources are
aligned with
goals that have
been established
collaboratively
(Clark & Estes,
2008).

process in
which there is a
collaborative
process
involving all
stakeholders
contributing to
the
organization’s
mission and
vision.
Trainings and
professional
development
need to support
empathetic
teaching practice.

Organizational
performance
increases when
the top
management is
continually
involved in the
improvement
process (Clark &
Estes, 2008).
School site
leadership
working in
partnership
with teachers
will host
meetings that
allow for
trainings that
reflect
empathetic
teaching
practices.

Cultural Model Influence 1: Mission and Vision. The mission and vision of the school
do not mention or support the use of empathetic practice in the classroom. A lack of
organizational focus on this practice contributes to a lack of demonstrable empathetic practice in
the classroom. Clark and Estes (2008) suggest that organizational performance increases when
processes and resources are aligned with goals that have been established collaboratively. Thus,
teachers and school site leadership need to participate in a Professional Learning Community
process in which there is a collaborative process involving all stakeholders contributing to the
EMPATHETIC TEACHER PRACTICE 97

organization’s mission and vision. The outcome can be a mission and vision statement that is
collaboratively created and which includes an emphasis on teacher empathy.
Clark and Estes (2008) highlight the fact that when organizational goals are aligned with
all stakeholders, organizational efficiency and performance increases. As school sites are diverse
institutions, collective decision-making through a collaborative guiding coalition helps to create
a sense of agency and connection to the established goals (DuFour, DuFour, Eaker, & Many,
2010). Teachers express high levels of stress due to the heavy demand of professional
expectations, and informal expectations are difficult to commit to, as the formal expectations
alone are perceived as already too cumbersome. As such, any actionable goal must be formally
agreed upon so that it can be reliably enacted (DuFour et al., 2010). In order for empathetic
practice to be enacted with success, the literature supports that the cultural model would need to
formalize the goal through a collective decision-making process.
Cultural Model Influence 2: Training and Professional Development. The
organizational supports, such as professional development trainings, are not presently aligned
with the site goals of increased empathetic practice in the classroom. And when site goals are not
aligned with the site’s cultural setting, a roadblock to organizational change will be present
(Clark & Estes, 2008). From a cultural model perspective, there is an impediment to attaining the
stakeholder goal, as staff members have not received adequate training regarding how to
implement empathetic pedagogical strategies. However, this gap can be remedied when top level
management such as site administrators are continually involved in the improvement process
(Clark & Estes, 2008). It is then recommended that school site leadership should work in
partnership with teachers to host meetings that allow for specialized training that reflects
empathetic teaching practices.
EMPATHETIC TEACHER PRACTICE 98

The continued focus on improvement by upper management is essential for
organizational change (Kezar, 2001). While meaningful change is supported by collective
decision-making through a guiding coalition, organizations benefit most when leaders help to
clarify the needs of the organization (Kezar, 2001). Once the need for active training in
empathetic practice for teachers is identified by a collaborative decision-making body, site
administration can then actively engage in creating training opportunities to assist teachers in
terms of working towards the established goal (DuFour et al., 2010). The evaluated literature
supports the ongoing and continued need for management to play an active role in decision-
making and vision-setting in order to drive the progress of an organization towards an
established goal.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
Evaluations are critical in terms of solving the performance gap issues within
organizations (Clark & Estes, 2008). The New World Kirkpatrick Model (Kirkpatrick, 2016)
framework provides a process for evaluating training programs and their effectiveness by
focusing on four levels: level 1 - reactions, level 2 - learning, level 3 - behavior, and level 4 -
results. The reactions focus on whether participants found the training to be relevant and
engaging. The learning level focuses on the extent to which the training was effective in terms of
disseminating its intended knowledge. The behavioral level focuses on whether the knowledge
imparted by the training is retained and can later be applied to their work. The final results level
focuses on whether the training achieved its intended outcomes and maximized the available
resources. The training programs should be designed in reverse, starting with planning for the
results and behavior, which measures the effectiveness of the intended training, and then
EMPATHETIC TEACHER PRACTICE 99

followed by identifying the data points related to learning and the reactions to the training
program (Kirkpatrick, 2016).
Organizational Purpose, Need, and Expectations
CCHS’s performance goal is to improve student achievement by 10% as measured by
state testing utilizing the incorporation of increased teacher empathetic practice by 2020. Teacher
empathy is linked to the goals of CCHS, as empathetic teacher practice supports student
achievement, and this would support the organizational goal of improved student achievement
(Kiuru et al., 2015). The link between teacher empathetic practice and student achievement is the
primary nexus between the stakeholder goal and the organizational goal. The expected outcomes,
if the researcher’s recommendations are followed, are for the frequency of teacher empathetic
practice to increase and for student achievement to rise, as measured by the SBA tests.
Level 4: Results and Leading Indicators
Indicators that would support the fact that the stakeholder goal of increased empathetic
practice is being achieved can be measured based on a variety of external and internal outcomes.
These outcomes are primarily focused on an increase in student achievement, observed teacher
empathetic practice, and student affect, as measured by survey. Table 8 outlines a number of
outcomes, the metric for measurement, and the method for documenting the process.
Table 8

Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
Student achievement increases,
as measured by state testing.
State testing in the areas of math and
English will increase for students.
An annual review of school site
testing data will be conducted.
Campus culture improves, as
measured by student perception
of teacher support.
School site health, emotional, and
cultural needs assessments indicate
higher level of student connectedness.
A school site student needs survey
will be conducted.
EMPATHETIC TEACHER PRACTICE 100

Internal Outcomes
Empathetic practice use
increases in classrooms.
There will be an observable use of
empathetic strategies in classroom
instruction.
Administrative observations and
recorded feedback of teaching will
be documented.
Increased training opportunities
are available for teachers in
empathetic practice.
A greater frequency of schedule
trainings focused on empathetic
practice is needed.
A training calendar and training
agendas will be developed.

Level 3: Behavior
Critical behaviors. The teachers at CCHS are the stakeholders of focus in this study, and
their activities in relation to empathetic practice are the driving critical behaviors towards
addressing the organizational problem. The first critical behavior is that teachers must attend
empathetic practice training, and the second critical behavior is that the teachers at CCHS must
employ the learned empathetic practices in their classroom instruction. The specific metrics,
methods, and timing for each of these outcome behaviors appears in Table 9.
Table 9

Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
Teachers attend
empathetic practice
training.
The number of teachers
who attended training
sessions will be recorded.
A sign-in sheet will be
submitted to the Principal.
Quarterly
Teachers employ
empathetic strategies in
the classroom.
The number of teachers
observed employing
empathetic practice will be
documented.
Observation sheets will be
turned in to the Principal.
Weekly

Required drivers. The teachers at CCHS require the support of the administrative team
in order to provide trainings and job aides, as well as to promote an environment that values and
motivates teachers towards learning empathetic practice. Such an environment would provide for
rewards and the monitoring of improvement towards the stakeholder goals. Table 10 shows the
recommended drivers to support these critical behaviors of the teachers at CCHS.
EMPATHETIC TEACHER PRACTICE 101

Table 10
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
(1, 2, 3, etc.)
Reinforcing
Reminders from Principal for
teachers to sign up for
trainings
Monthly 1, 2
Empathetic Practice Planning
Form
Ongoing 1, 2
Department meetings focused
on empathetic practice
Weekly 1, 2
Provide teachers with a
toolkit, develop a checklist,
and conduct a review of
empathetic practice
definitions and norms in
structured staff meetings.

Ongoing 1
Provide teachers with
continuing education through
the use of literature and
research highlighting the
benefits of supportive teacher
relationships. Provide for
collaborative opportunities in
staff meetings for teachers to
connect the steps of
empathetic practice benefits
to their teaching practice.

Monthly 1
Encouraging
Highlight exemplar
empathetic practice use in the
classroom by an email to
faculty from the Principal.
Weekly 1, 2
Direct student feedback
about positive connections to
teachers.
Ongoing 1, 2
Provide opportunities to
observe a credible, similar
model engaging in
empathetic practice that has a
functional
Monthly 1, 2
EMPATHETIC TEACHER PRACTICE 102

value for student
achievement.

Provide structured
opportunities for
practice and reflection with a
pedagogical coach.
Weekly 1, 2
Share the correlation between
teacher empathetic practice
and student achievement
through instructional
coaching opportunities.

Monthly 1, 2
Promote reflection and
collaborative discussion so
that teachers can plan and
relate the observed practices
to their own practice.
Monthly 1, 2
Rewarding
Acknowledge the
achievement of an increase in
empathetic practice goals at
staff meetings, and support
this practice with certificates
of recognition.
Monthly 1, 2

Monitoring
School site leadership,
working in partnership with
teachers, will host meetings
that allow for training that
reflects empathetic teaching
practices.
Yearly 1, 2
Utilize a Professional
Learning Community process
in which there is a
collaborative process
involving all stakeholders
contributing to the
organization’s mission and
vision.
Monthly 1, 2

Organizational support. The primary support provided by the organization through the
site administrators at CCHS will be to facilitate ongoing and timely trainings for teachers, as well
EMPATHETIC TEACHER PRACTICE 103

as to support and cultivate a collaborative mission and vision. The site leaders at CCHS will need
to utilize a Professional Learning Community process in which there is a collaborative process
involving all stakeholders contributing to the organization’s mission and vision. It is important
for the mission and vision of CCHS to be built with teacher input and to support the stakeholder
goal of increased empathetic practice. Organizational performance increases when processes and
resources are aligned with goals that have been established collaboratively (Clark & Estes,
2008). Site leaders will also have to schedule and facilitate regular trainings for teachers
regarding empathetic practice. School site leadership, working in partnership with teachers, will
host meetings that allow for training that reflects empathetic teaching practices.
Level 2: Learning
Learning goals. Upon completion of the solutions described above, teachers will be able
to do the following:
1. Articulate the components of empathetic practice (D)
2. Recognize the need for empathetic practice (D)
3. Correctly apply empathetic practice into their teaching (P)
4. Synthesize which empathetic strategies to use for specific student needs (P)
5. Value the benefit of utilizing empathetic practice for student achievement (Value)
6. Attribute their success as a teacher partially to the affect of students (Attribution)
Program. According to Kirkpatrick (2016), during the level 2 evaluation of learning, the
focus is on the knowledge, skills, attitudes, confidence, and commitment of the learner. In
applying these evaluation principles to the teachers at CCHS, an important learning goal is to
develop their knowledge (declarative and procedural) of empathetic practice. Through the
development of this knowledge, teachers will develop skills that can be applied directly to their
EMPATHETIC TEACHER PRACTICE 104

classroom interactions with students in order to foster greater student connections. Teachers will
not only need to know what exactly empathetic practice is, but also the appropriate times and
strategies with which to employ the practice in order to garner positive results from their
students. Lastly, teachers will need to have the confidence to utilize the learned practices
effectively in their classrooms so that the inclusion seems natural and fluid in their teaching.
Evaluation of the Components of Learning. The teachers’ acquisition of declarative
and procedural knowledge is essential to the closing of the empathetic practice gap. As such, the
prescribed training and professional development components of the learning program are highly
important, and must be relevant and comprehensible to the stakeholders. Table 11 indicates the
evaluation methods and timing for the essential components of learning.
Table 11
Evaluation of the Components of Learning for the Program.
Method(s) or Activity/Activities Timing
Declarative Knowledge: “I know it.”
Survey of key terms of empathetic practice After initial job aid
Structured conversations with curricular
trainer
Ongoing during observation cycle
Procedural Skills: “I can do it right now.”
Demonstrative lessons incorporating
empathetic practice
Quarterly in observation cycle
Structured collaboration and lesson planning
with curricular coach
Weekly
Attitude: “I believe this is worthwhile.”
Likert survey measuring value After job aides, ongoing
Discussion of the value of the professional
learning and training with curricular coach
After job aides and training, ongoing
Confidence: “I think I can do it on the
job.”

Survey items on confidence regarding
incorporating empathetic practice
After observed lessons
Reflective conversations with curricular
coach
After observed lessons
Commitment: “I will do it on the job.”
EMPATHETIC TEACHER PRACTICE 105

Long-term lesson planning incorporating
empathetic practice
Ongoing during weekly planning meetings
Data analysis of student performance after
implementation.
Ongoing

Level 1: Reaction
After a training takes place, it is important to get immediate feedback about the quality of
the program and the instructor. Table 12 lists the methods or tools used to evaluate all three
components of Level 1 - Reaction: engagement, relevance, and customer satisfaction.
Table 12
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Survey items of engagement After trainings and job-aid
Evaluation of planned lessons After observations
Survey completion rate Ongoing
Completion rate of lesson plans incorporating
empathetic practice
Prior to observations
Attendance at trainings During training
Relevance
Survey items of relevance to practice After observed lessons
Structured discussion with curricular coach Prior to observations
Customer Satisfaction
Likert Survey after job aide and training Ongoing, after each job aide

Evaluation Tools
Immediately following the program implementation. Teachers will be surveyed after
the initial job aid and professional learning meeting in order to evaluate for engagement,
relevance, and satisfaction with the intervention plan. The survey will provide data in the form of
a Likert scale and will also be administered on an ongoing basis in order to provide for
EMPATHETIC TEACHER PRACTICE 106

longitudinal data as supports such as observation and reflective conversations take place over an
extended period of time. For Level 2, the survey will assess teachers’ declarative knowledge of
relevant terms and philosophical norms associated with the foundational implementation of
empathetic practice. The survey questions will measure teacher declarative knowledge on a
Likert scale. For teacher procedural knowledge, teachers will be observed in the classroom
environment by site administrators and curricular coaches in order to evaluate whether the
intended empathetic practices are being implemented with fidelity. Additionally, the
observations will serve as the evaluation tool for teacher motivation in the areas of attitude and
confidence. The results of the observation will be shared with the teachers and will allow for
feedback and reflection.
Delayed for a period after the program implementation. Surveys will also be
implemented and distributed in a summative fashion after an academic year of training has
concluded. The cumulative growth in the frequency of the use of empathetic practice can be
measured primarily by observation of teacher practice. Furthermore, a summative survey
measuring teacher declarative and procedural knowledge will be administered and will measure
growth on Likert scale questions. Furthermore, the evaluation of student test scores on the
statewide exams will measured in the summer of the following academic year to serve as a Level
4 measure of the success of the implementation of empathetic practice, as the explicit intent was
to improve student learning outcomes.
Data Analysis and Reporting
The reporting of the survey data will be made visible to the primary stakeholders, the
teachers, primarily in staff meetings. The intent of the survey data will be to show declarative
knowledge and procedural knowledge growth as the job aid and trainings continue. Furthermore,
EMPATHETIC TEACHER PRACTICE 107

findings related to teacher motivation will be topics for discussion in collaborative meetings and
discussions, as outlined in L2. Lastly, the Level 4 measure of student achievement will be publicly
reported through state and school district websites via dashboards in which aggregate student
achievement data is made visible.
Summary
The New World Kirkpatrick Model (2016) was used as the framework for developing the
study’s recommended solutions, implementation strategies, and evaluation plan in order to
maximize the likelihood of increasing the frequency of empathetic practice at CCHS. The value
of applying this model to the study is rooted in the focus on outcomes, thus providing guided
metrics for success at all levels of implementation (Kirkpatrick & Kirkpatrick, 2016).
Furthermore, ongoing formative data collection throughout and after implementation of solutions
provides both stakeholders and managers with the opportunity to adjust strategies throughout the
implementation process. The use of the New World Kirkpatrick Model offers CCHS and its
stakeholders a dynamic model in which all levels of drivers, critical behaviors, and outcomes can
be planned, implemented, measured, and evaluated for success for the given goal of increasing
the frequency in which empathetic practice is utilized in the classroom.
Limitations and Delimitations

The study took place over the course of two months in a suburban school district
servicing relatively affluent students and communities. The study was conducted as a mixed-
methods evaluation approach within the school district in which the primary researcher is also
employed as an administrator. Some of the limitations of the study may include a perceived
power dynamic between the researcher and the respondents, as well as how that might have
impacted the candor of respondents. But although the teachers in the study were all employed at
EMPATHETIC TEACHER PRACTICE 108

a school district in which the researcher is an administrator, no teachers that had ever been
evaluated by the researcher were selected for interviews. Even as all participants were assured of
anonymity and no possibility of retaliation or evaluation as a result of their responses, they still
may have been hesitant in their responses due to prior knowledge of the researcher’s role and his
influence within the district. While each participant is anonymous in the research, they were not
anonymous to the researcher.
The data collection was completed over a two-month period and was limited to teacher
perspectives and two administrator interviews. These delimitations were necessary in order to
complete the study within the allotted timeframe, but a longer data collection timeframe would
have allowed for additional participants, additional school sites, and more interview
opportunities. Furthermore, the inclusion of additional stakeholders such as parents and students
would have provided different and highly relevant perspectives about the impact of teacher
empathy on student achievement, and those were not included in the present study. Also, the
study was limited to a small suburban high school in an affluent community, and thus the
feedback, perspectives, and responses reflect the environment of such a community and may not
capture more diverse perspectives that would be relevant for future research.
Future Research

Considering the limitations and delimitations of the study, several recommendations
emerged for future research. The first recommendation would be to conduct a longitudinal study
on the topic of teacher empathetic practice that includes teachers, administrators, students, and
parents in multiple school settings from diverse communities. This research would allow for
more in-depth research that would be informed by surveys, interviews, and added observations
of classroom practice that occur over time. The broader parameters would create added value
EMPATHETIC TEACHER PRACTICE 109

through multiple perspectives on empathetic practice, especially that of students, who are the
stakeholders most directly impacted by teacher empathy. The student perspective would be
particularly useful in terms of guiding ongoing teacher training as well. Additionally, future
studies can more closely align the impact of increased teacher empathetic practice with that of
student achievement. Utilizing a standardized baseline for student achievement that also includes
student affect, attendance, social measures, and campus participation in addition to state test
scores would add multiple measures of student success to better inform teacher practice.
Conclusion
At California Coastal High School, the positive relationship between teachers and
students procured through teacher empathetic practice is vital to maintaining a positive student
learning environment. This study set out to evaluate the various factors specifically, the
knowledge motivation and organizational influences that contribute to a gap in the frequency of
empathetic practice utilized in the classroom. Teachers were selected as the primary
stakeholders, as they are ultimately responsible for their pedagogical practice and are the primary
drivers of student achievement. In order to assess where a potential performance gap may exist,
the Clark and Estes’ (2008) gap analysis model was used to generate and analyze knowledge,
motivation, and organizational influences on teachers as related to their subsequent use of
empathetic practice. Using this framework, the data revealed that teachers currently possess the
motivation to employ empathetic practice, but that they also lack the knowledge and
organizational support required to implement empathetic practice with fidelity, effectiveness, and
frequency. Recommendations for ways in which to address these organizational issues include an
inclusion of empathetic practice and an emphasis on the importance of student-teacher
relationships within the school mission and vision. Also, the need for improved and more
EMPATHETIC TEACHER PRACTICE 110

frequent training, increased support for collaboration, and an evaluation system of the
implementation plan to ensure success were found to be highly relevant in terms of addressing
the performance gap. The success of closing the identified performance gap was deeply rooted in
the change in organizational culture and a marked increase in site administrative support.
The present study identified gaps in performance within the organization that could be
addressed through collaborative problem-solving and culture shifts toward more fully
recognizing the importance of positive teacher-to-student relationships. Furthermore, the results
of this study could impact high schools across the state and even the nation that currently
struggle with the complex issue of student under-achievement and at-risk performance factors.
The related literature, alongside the data collected in this study, support the notion that the
behavioral, social, and emotional environment created by the teacher in the classroom setting are
foundational to positive student achievement. Furthermore, the teacher’s ability to meaningfully
connect with students serves as a mitigating factor in many other negative performance
indicators related to student achievement. If schools recognize the fact that teachers have the
motivation and desire to utilize any and all strategies with which to connect with their students
and promote achievement, resources can subsequently be made available to focus training on
supporting empathetic practice. As the demands upon public education have shifted the role of
the teacher away from the caretaker/nurturer model to that of a content area expert, the training
supporting empathetic practice has waned or dissolved altogether. But rather than continue on
toward an education model in which a teacher’s ability to connect with students for the purpose
of the students’ academic success is an assumed requisite skill of the teacher, school districts
should concentrate efforts on adding empathetic practice training for teachers. Teachers desire to
connect with their students and maximize their talents in order to guide students towards success,
EMPATHETIC TEACHER PRACTICE 111

and stronger teacher-to-student relationships built upon specific practices that can be taught,
evaluated, and reliably replicated would benefit all teachers and students.

EMPATHETIC TEACHER PRACTICE 112

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EMPATHETIC TEACHER PRACTICE 120

Appendices
Appendix A
Survey Protocol
Research Question/
Data Type
KMO
Construct
Survey Item
How long have you been
teaching? Demographics –
Sample Description
NA
__0-1 years __2-4 years __5-7
years __8-10+ years

In all, how many days of
professional development did
you attend during the last
school year?
O

Please round to whole days. Write
0 (zero) if none. __ ___ __ Days

For the professional
development in which you
participated in the last 18
months, did you receive
scheduled time for
undertaking the professional
development that took place
during regular work hours?

O Please mark one choice.
1. Yes
2. No
3. Did not take place during regular
work hours

Did you have any choice in
the professional development
you attended?
O __ No ___ Yes

Where you aware that
empathetic practice refers to
a teacher’s ability to create,
maintain and strengthen
caring teacher to student
relationships to benefit
learning?

K __ No ___ Yes

EMPATHETIC TEACHER PRACTICE 121

Were any of the professional
development opportunities
focused on building
empathetic practice or
strengthening connections
with students?

K __ No ___ Yes

Do you believe teacher
empathy has an impact on
student achievement?

M ___ No Impact __ A Small Impact
__A Moderate Impact ___A Large
Impact

Did your credential program
include training on making
student connections?

(K)

___ No Training __ A Small Amount
__A Moderate Amount ___A Large
Amount

Have you ever utilized
empathetic practice?
K __ No ___Yes

Have you experienced a
student improve their
achievement after your use of
empathetic practice?

M __I have not used empathetic
practice __1-2 students __ 3-4
Students __5-6 Students __7-8+
Students

Do you believe empathetic
practice is something that can
be taught?

M __ No ___Yes

Do you agree or disagree with
the following statement: As a
teacher, my relationship with
my students is foundational
to my ability to teach them.

K __ Disagree ___Somewhat Agree
___Mostly Agree ___Strongly
Agree

Would compelling research
on the effectiveness of
empathetic practice make
M

___ Not Likely __Somewhat Likely
__Likely ___Very Likely

EMPATHETIC TEACHER PRACTICE 122

you more likely to use
empathetic practice?

Do you believe your principal
values teacher/student
relationships?

O

__Does Not Value __Somewhat
Values ___Values ___Highly
Values

If you Principal measured for
empathetic practice, would
you be more likely to employ
empathetic practice?

M

___ Not Likely __Somewhat Likely
__Likely ___Very Likely

Do you feel like your Principal
or curricular support team is
aware of empathetic
practice?

O __Not likely __Somewhat Likely
__Likely ___Very Likely

How likely is your Principal or
curricular support team to
provide teacher training on
empathetic practice?

O __Not likely __Somewhat Likely
__Likely ___Very Likely

How likely is it that you would
elect to participate in
empathetic practice training if
given the opportunity?

O __Not likely __Somewhat Likely
__Likely ___Very Likely

Would you like to learn more
about empathetic practice?
K __Not likely __Somewhat Likely
__Likely ___Very Likely

Do you already know about
empathetic practice but
would like to learn how to
better implement empathetic
practice?
K __No, I do not know about
empathetic practice __Not likely
__Somewhat Likely __Likely
___Very Likely

Do you believe students
benefit academically when
K Not likely __Somewhat Likely
__Likely ___Very Likely
EMPATHETIC TEACHER PRACTICE 123

their teachers create caring
relationships with them?
If you knew student
achievement would increase
if you were able to use
empathetic practice, would
you do so? M

M Not likely __Somewhat Likely
__Likely ___Very Likely
If empathetic practice
benefits student
achievement, but only
marginally, would you be
interested in implementing it
still?
M Not likely __Somewhat Likely
__Likely ___Very Likely
If you knew student
achievement would improve
with empathetic practice, but
you felt you were not very
good at building connections
with students, would you still
try? M

M Not likely __Somewhat Likely
__Likely ___Very Likely
EMPATHETIC TEACHER PRACTICE 124

Appendix B
Teacher Interview Protocol
Thank you for taking the time to meet with me. My study is focusing on the influences on
teachers and their frequency of use of empathetic practice. I am interested in learning about your
own experiences and the knowledge you have as a teacher to clearly identify what knowledge,
motivation and organizational influences affect the frequency of empathetic practice use.

This interview will remain entirely confidential, all schools and names will be assigned
pseudonyms. I will record the interview with my phone. All data will be transcribed and stored in
a secure location then destroyed.

You have the right to withdraw from the study or interview at any point.

Do I have your permission to participate?

Do I have your permission to record the interview? (RECORD)

1. In what ways do you feel you can influence the attitude and affect of your students in
your classroom? K
Probe; Are their actions or habits or yours that you notice change the mood of
your students?

2. Do you have a routine to build rapport? If yes, describe a routine or set of practices you
may use to build rapport with students. K

3. How are your students attitudes and sense of belonging relevant or not relevant to their
ability to learn? K

Probe: Why is it relevant?

4. Under what affective environment do you feel your students learn best? Please describe
this environment. K

5. How are you able to help influence the conditions and environment in which your
students learn best? K

Probe: Can you provide some specific examples?

6. How do you try to influence your students’ feelings and sense of comfort in the
classroom? K

7. Do you feel like you have received training on how to impact student affect and well
being in the classroom? If yes, please describe the training. O

EMPATHETIC TEACHER PRACTICE 125

8. What type of training would you like in relation to creating teacher/student
relationships that support effective learning environments? O

Probe: Who do you prefer to receive this training from?

9. Describe your relationship with your students. What aspects of it do you value? M

10. How do you facilitate the building of those relationships? What steps do you take? M

11. What do you believe the components of an ideal teacher/student relationship look like?
M

Probe: Do you believe you have the training to construct such relationships?

12. Do you have specific strategies or practice to build these relationships or is it more
natural? If it is natural, where did the skill come from? K

13. Describe the training you have received from your district or school to develop
teacher/student relationships. O

14. Do you feel like your relationship with your students is something that is valued by
your principal? M

Probe: Why do you feel this way?

15. Do you feel like your principal or administrative team encourages teachers to build and
support positive relationships with students? O

16. Can you recall a time in which your principal or administrative team coached your on
how to better connect or relate with your students? O

17. Would your appreciate more guidance from your principal or administrative team on
relationship building with students? O

18. If you had training that would help you build meaningful relationships with your
students, would you utilize the skills to build those relationships? M

EMPATHETIC TEACHER PRACTICE 126

Appendix C
Administrative Interview Protocol
Thank you for taking the time to meet with me. My study is focusing on the influences on
teachers and their frequency of use of empathetic practice. I am interested in learning about your
own experiences and the knowledge you have as an administrator to clearly identify what
knowledge, motivation and organizational influences affect your support of empathetic practice
use by teachers.

This interview will remain entirely confidential, all schools and names will be assigned
pseudonyms. I will record the interview with my phone. All data will be transcribed and stored in
a secure location then destroyed.

You have the right to withdraw from the study or interview at any point.

Do I have your permission to participate?

Do I have your permission to record the interview? (RECORD)

19. In what ways do you feel you can influence the attitude and affect of students in your
teachers’ classroom? K
Probe; Are their actions or habits or yours that you notice change the mood of
students?

20. Do you have a routine to build rapport? If yes, describe a routine or set of practices you
may use to build rapport with students. K

21. Do you ever coach teachers or make resources available to teachers to help them build
student rapport? O

Probe: Can you provide a specific example? What type of resources?

22. How are students attitudes and sense of belonging relevant or not relevant to their
ability to learn? K

Probe: Why is it relevant?

23. Under what affective environment do you feel students learn best? Please describe this
environment. K

24. How are you able to help influence the conditions and environment in which students
learn best? K

EMPATHETIC TEACHER PRACTICE 127

Probe: Can you provide some specific examples?

25. How do you try to influence students’ feelings and sense of comfort in the classroom? K

26. Do you feel like you have received training on how to impact student affect and well
being in the classroom? If yes, please describe the training. O

27. What type of training do you provide to teachers in relation to creating teacher/student
relationships that support effective learning environments? O

Probe: Who do you prefer to receive this training from?

28. Describe your relationship with your students. What aspects of it do you value? M

29. Describe your relationship with your teachers. What aspects of it do you value? O

30. How do you facilitate the building of those relationships? What steps do you take? O

31. What do you believe the components of an ideal teacher/student relationship look like?
M

Probe: Do you believe you support teachers to construct such relationships?

32. Do you have specific strategies or practice to build these relationships or is it more
natural? If it is natural, where did the skill come from? K

33. Describe the training you have received from your district or school to develop
teacher/student relationships. O

34. Do you feel like your relationship with students is something that is valued by your
district or 127upervisor? M

Probe: Why do you feel this way?

35. Do you feel like you encourage teachers to build and support positive relationships with
students? O

EMPATHETIC TEACHER PRACTICE 128

36. Can you recall a time in which your supervisor coached you on how to better connect or
relate with your students? O

37. Would your appreciate more guidance from your supervisor on relationship building
with students? O

38. If you had training that would help you build meaningful relationships with your
students, would you utilize the skills to build those relationships? M

EMPATHETIC TEACHER PRACTICE 129

Appendix D

Survey Results

Q1 - Welcome to the research study! We are interested in understanding Empathetic Teaching
Practices and the effects of Empathetic Practice on student achievement. You will be presented
with information relevant to Empathetic Practice and asked to answer some questions about it.
Please be assured that your responses will be kept completely confidential. Your participation
will help deepen the pool of data in evaluating the connection between Empathetic Practice and
student achievement. The survey should take you around 10-15 minutes to complete, and you
will be entered into a drawing for a $25 Amazon gift card for your participation. Your
participation in this research is voluntary. You have the right to withdraw at any point during the
study, for any reason, and without any prejudice. The researcher will be also be seeking 4-6
voluntary participants who have completed the survey for a 25-minute interview. If you would
like to contact the Principal Investigator in the study to discuss this research and participate in an
interview, please e-mail Manoj Mahindrakar at mahindra@usc.edu By clicking the button
below, you acknowledge that your participation in the study is voluntary, you are 18 years of
age, and that you are aware that you may choose to terminate your participation in the study at
any time and for any reason. Please note that this survey will be best displayed on a laptop or
desktop computer. Some features may be less compatible for use on a mobile device. When
complete, please click on the double arrows at the bottom of the survey to submit. Thank you.

# Answer % Count
1 I consent, begin the study 100.00% 20
2 I do not consent, I do not wish to participate 0.00% 0
Total 100% 20

EMPATHETIC TEACHER PRACTICE 130

Q3 - How long have you been teaching?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
How long have you
been teaching?
1.00 5.00 4.28 1.24 1.53 18

# Answer % Count
1 0-1 Years 5.56% 1
2 2-4 Years 11.11% 2
3 5-7 Years 0.00% 0
4 8-10 Years 16.67% 3
5 11+ Years 66.67% 12
Total 100% 18

EMPATHETIC TEACHER PRACTICE 131

Q4 - In all, how many days of professional development did you attend during the last school
year? Please round to whole days. Write 0 (zero) of none.

In all, how many days of professional development did you attend during the last school year?
Please round to whole days. Write 0 (zero) of none.
4 days
4
3
3
2
2
20
6
8
4-5
2
0
40
30+ I participated in 80 hours in the summer also.
4
EMPATHETIC TEACHER PRACTICE 132

4
4
2

Q5 - For the professional development in which you participated in the last 18 months, did you
receive release time from the classroom?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
For the professional
development in which you
participated in the last 18
months, did you receive
release time from the
classroom?
1.00 3.00 1.22 0.63 0.40 18

# Answer % Count
1 Yes 88.89% 16
2 No 0.00% 0
3 Did not take place during regular work hours 11.11% 2
Total 100% 18

EMPATHETIC TEACHER PRACTICE 133

Q6 - Did you have any choice in what type of professional development you attended?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Did you have any choice
in what type of
professional development
you attended?
1.00 2.00 1.39 0.49 0.24 18

# Answer % Count
1 Yes 61.11% 11
2 No 38.89% 7
Total 100% 18

EMPATHETIC TEACHER PRACTICE 134

Q7 - Where you aware that empathetic practice refers to a teacher’s ability to create, maintain
and strengthen caring teacher to student relationships to benefit learning?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Where you aware that
empathetic practice refers
to a teacher’s ability to
create, maintain and
strengthen caring teacher
to student relationships to
benefit learning?
1.00 2.00 1.39 0.49 0.24 18

# Answer % Count
1 Yes 61.11% 11
2 No 38.89% 7
Total 100% 18

EMPATHETIC TEACHER PRACTICE 135

Q8 - Were any of the professional development opportunities focused on building empathetic
practice or strengthening connections with students?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Were any of the
professional development
opportunities focused on
building empathetic
practice or strengthening
connections with
students?
1.00 2.00 1.83 0.37 0.14 18

# Answer % Count
1 Yes 16.67% 3
EMPATHETIC TEACHER PRACTICE 136

2 No 83.33% 15
Total 100% 18

Q9 - Do you believe teacher empathy has an impact on student achievement?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Do you believe teacher
empathy has an impact on
student achievement?
1.00 3.00 1.28 0.65 0.42 18

# Answer % Count
1 A large impact 83.33% 15
2 A moderate impact 5.56% 1
3 A small Impact 11.11% 2
4 No impact 0.00% 0
Total 100% 18

EMPATHETIC TEACHER PRACTICE 137

Q10 - Did your credential program include training on making student connections? On
how to procure healthy teacher/student relationships?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Did your credential
program include training
on making student
connections? On how
to procure healthy
teacher/student
relationships?
1.00 4.00 2.83 1.21 1.47 18

# Answer % Count
1 A large amount of training 22.22% 4
EMPATHETIC TEACHER PRACTICE 138

2 A moderate amount of training 16.67% 3
3 A small amount of training 16.67% 3
4 No Training 44.44% 8
Total 100% 18

Q11 - Have you ever utilized empathetic practice?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Have you ever utilized
empathetic practice?
1.00 3.00 1.44 0.68 0.47 18

# Answer % Count
1 Yes 66.67% 12
2 Maybe 22.22% 4
3 No 11.11% 2
Total 100% 18

EMPATHETIC TEACHER PRACTICE 139

Q12 - Have you experienced a student improve their achievement after your use of empathetic
practice?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Have you experienced a
student improve their
achievement after your
use of empathetic
practice?
1.00 3.00 1.44 0.76 0.58 18

# Answer % Count
1 Yes 72.22% 13
EMPATHETIC TEACHER PRACTICE 140

2 No 11.11% 2
3 I have not utilized empathetic practice 16.67% 3
Total 100% 18

Q13 - Do you believe empathetic practice is something that can be taught to a teacher?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Do you believe
empathetic practice is
something that can be
taught to a teacher?
1.00 2.00 1.06 0.23 0.05 18

# Answer % Count
1 Yes 94.44% 17
2 No 5.56% 1
Total 100% 18

EMPATHETIC TEACHER PRACTICE 141

Q14 - Do you agree or disagree with the following statement: As a teacher, my relationship
with my students is foundational to my ability to teach them.

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Do you agree or disagree
with the following
statement: As a teacher,
my relationship with my
students is foundational to
my ability to teach them.
1.00 2.00 1.22 0.42 0.17 18

# Answer % Count
1 Strongly agree 77.78% 14
2 Somewhat agree 22.22% 4
3 Somewhat disagree 0.00% 0
4 Strongly disagree 0.00% 0
Total 100% 18

EMPATHETIC TEACHER PRACTICE 142

Q15 - Would compelling research on the effectiveness of empathetic practice make you more
likely to use empathetic practice?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Would compelling
research on the
effectiveness of
empathetic practice make
you more likely to use
empathetic practice?
1.00 3.00 1.39 0.59 0.35 18

# Answer % Count
1 Definitely yes 66.67% 12
2 Probably yes 27.78% 5
3 Probably not 5.56% 1
4 Definitely not 0.00% 0
Total 100% 18

EMPATHETIC TEACHER PRACTICE 143

Q16 - Do you believe your Principal values teacher/student relationships?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Do you believe your
Principal values
teacher/student
relationships?
1.00 3.00 1.44 0.60 0.36 18

# Answer % Count
1 Definitely yes 61.11% 11
2 Probably yes 33.33% 6
3 Probably not 5.56% 1
4 Definitely not 0.00% 0
Total 100% 18

EMPATHETIC TEACHER PRACTICE 144

Q17 - If your Principal measured for or evaluated for empathetic practice, would you be more
likely to employ empathetic practice?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
If your Principal
measured for or evaluated
for empathetic practice,
would you be more likely
to employ empathetic
practice?
1.00 2.00 1.44 0.50 0.25 18

# Answer % Count
1 Definitely yes 55.56% 10
2 Probably yes 44.44% 8
3 Probably not 0.00% 0
4 Definitely not 0.00% 0
Total 100% 18

EMPATHETIC TEACHER PRACTICE 145

Q18- Do you feel like your Principal or curricular support team is aware of empathetic practice?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Do you feel like your
Principal or curricular
support team is aware of
empathetic practice?
1.00 3.00 2.17 0.60 0.36 18

# Answer % Count
1 Definitely yes 11.11% 2
2 Probably yes 61.11% 11
3 Probably not 27.78% 5
4 Definitely not 0.00% 0
Total 100% 18

EMPATHETIC TEACHER PRACTICE 146

Q19 - How likely is your Principal or curricular support team to provide teacher training on
empathetic practice?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
How likely is your
Principal or curricular
support team to provide
teacher training on
empathetic practice?
1.00 4.00 2.28 0.87 0.76 18

# Answer % Count
1 Extremely likely 16.67% 3
2 Somewhat likely 50.00% 9
3 Somewhat unlikely 22.22% 4
4 Extremely unlikely 11.11% 2
Total 100% 18

EMPATHETIC TEACHER PRACTICE 147

Q20 - How likely is it that you would elect to participate in empathetic practice training if
given the opportunity?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
How likely is it that you
would elect to participate
in empathetic practice
training if given the
opportunity?
1.00 3.00 1.50 0.60 0.36 18

# Answer % Count
1 Extremely likely 55.56% 10
2 Somewhat like 38.89% 7
3 Somewhat unlikely 5.56% 1
4 Extremely unlikely 0.00% 0
Total 100% 18

EMPATHETIC TEACHER PRACTICE 148

Q21 - Would you like to learn more about empathetic practice?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Would you like to learn
more about empathetic
practice?
1.00 3.00 1.39 0.59 0.35 18

# Answer % Count
1 Definitely yes 66.67% 12
2 Probably yes 27.78% 5
3 Probably not 5.56% 1
4 Definitely not 0.00% 0
Total 100% 18

EMPATHETIC TEACHER PRACTICE 149

Q22 - Do you already know about empathetic practice but would like to learn how to better
implement empathetic practice?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Do you already know
about empathetic practice
but would like to learn
how to better implement
empathetic practice?
1.00 5.00 2.50 1.64 2.69 18

EMPATHETIC TEACHER PRACTICE 150

# Answer % Count
1 Definitely yes 38.89% 7
2 Probably yes 27.78% 5
3 Probably not 5.56% 1
4 Definitely not 0.00% 0
5 I do not already know about empathetic practice 27.78% 5
Total 100% 18

EMPATHETIC TEACHER PRACTICE 151

Q23 - Do you believe students benefit academically when their teachers create caring
relationships with them?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Do you believe students
benefit academically
when their teachers create
caring relationships with
them?
1.00 2.00 1.06 0.23 0.05 18

# Answer % Count
1 Definitely yes 94.44% 17
2 Probably yes 5.56% 1
3 Probably not 0.00% 0
4 Definitely not 0.00% 0
Total 100% 18

EMPATHETIC TEACHER PRACTICE 152

Q24 - If you knew student achievement would increase if you were able to use empathetic
practice, would you do so?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
If you knew student
achievement would
increase if you were able
to use empathetic
practice, would you do
so?
1.00 4.00 1.22 0.71 0.51 18

# Answer % Count
1 Definitely yes 88.89% 16
2 Probably yes 5.56% 1
3 Probably not 0.00% 0
4 Definitely not 5.56% 1
Total 100% 18

EMPATHETIC TEACHER PRACTICE 153

Q25 - If empathetic practice benefits student achievement, but only marginally, would still you
be interested in implementation?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
If empathetic practice
benefits student
achievement, but only
marginally, would still
you be interested in
implementation?
1.00 2.00 1.39 0.49 0.24 18

# Answer % Count
1 Definitely yes 61.11% 11
2 Probably yes 38.89% 7
3 Probably not 0.00% 0
4 Definitely not 0.00% 0
Total 100% 18

EMPATHETIC TEACHER PRACTICE 154

Q26 - If you knew student achievement would improve with empathetic practice, but you felt
you were not very good at building connections with students, would you still try?

# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
If you knew student
achievement would
improve with empathetic
practice, but you felt you
were not very good at
building connections with
students, would you still
try?
1.00 3.00 1.42 0.59 0.35 19

# Answer % Count
1 Definitely yes 63.16% 12
2 Probably yes 31.58% 6
3 Probably not 5.26% 1
4 Definitely not 0.00% 0
Total 100% 19

EMPATHETIC TEACHER PRACTICE 155

Appendix E
Immediate Evaluation Instrument Survey
The following questions will be answered on a 4-point Likert scale from Strongly Disagree to
Strongly Agree.
1. I was provided the information to understand the key terms related to empathetic practice
(L2 Declarative Knowledge)
2. I was provided information that enabled me to understand the importance of empathetic
practice in relation to student achievement. (L2 Procedural Knowledge)
3. The school site administrative and instructional support team were supportive of my
learning (Required Drivers- Encouraging)
4. The trainings and job aids helped me implement empathetic practice successfully. (L3
Transfer)
5. The training schedule and support plan will enable me to continue my development of
empathetic practice. (L1 Engagement)

EMPATHETIC TEACHER PRACTICE 156

Appendix F
Delayed Evaluation Instrument Survey
Using the following scale: 1 - Strongly Agree, 2 - Agree, 3 - Disagree, 4 - Strongly Disagree
1. The training information has been applicable to my recent work. (Level 1 Relevance)
Strongly Disagree, Disagree, Agree, Strongly Agree
2. What information was most relevant? (Level 1 Relevance)
3. What information was least relevant? (Level 1 Relevance)
4. What information should be added to this training in the future to increase its relevance to
Area Managers? (Level 1 Relevance)
5. What information, if any, do you feel was missing from training? (Level 2 Knowledge,
Skills)
6. How has your confidence using what you learned changed since training? (Level 2
Confidence)
7. I have successfully applied what I learned in training to my work. (Level 3 Transfer)
Strongly Disagree, Disagree, Agree, Strongly Agree
8. If you selected Strongly Disagree or Disagree for #7 above, please indicate the reasons
(check all the apply): (Level 3 Transfer)
a. What I learned is not relevant to my work.
b. I do not have the necessary knowledge and skills.
c. I do not feel confident applying what I learned to my work.
d. I do not have the resources I need to apply what I learned to my work.
e. I do not believe applying what I learned will make a difference.
f. No one is tracking what I am or am not doing anyway.
EMPATHETIC TEACHER PRACTICE 157

g. Other (please explain):
9. What else, if anything, do you need in order to successfully apply what you learned?
(Level 3 Transfer)
10. I feel encouraged to apply what I learned by my supervisor. (Required Drivers -
Encouraging)
Strongly Disagree, Disagree, Agree, Strongly Agree
11. I have time with my supervisor and peers to share success stories and troubleshoot challenges
related to what I learned. (Required Drivers - Encouraging)
Strongly Disagree, Disagree, Agree, Strongly Agree
12. I am incentivized to apply what I learned. (Required Drivers - Rewarding)
Strongly Disagree, Disagree, Agree, Strongly Agree
13. I have been or will be rewarded for successfully applying what I learned. (Required Drivers
- Rewarding)
Strongly Disagree, Disagree, Agree, Strongly Agree
14. I have my own performance goals related to what I learned. (Required Drivers - Reinforcing,
Monitoring)
Strongly Disagree, Disagree, Agree, Strongly Agree
15. I am held accountable for applying what I learned and making progress. (Required Drivers -
Monitoring)
Strongly Disagree, Disagree, Agree, Strongly Agree
16. I am already seeing positive results from applying what I learned. (Level 4 Results) Strongly
Disagree, Disagree, Agree, Strongly Agree
EMPATHETIC TEACHER PRACTICE 158

17. I am able to define the integral components of empathetic practice (L2 Declarative
Knowledge)
18. I am able to reliably plan empathetic practice into my classes (L3 Transfer)
19. I am able to reliably implement empathetic practice into my classes (L3 Transfer)
20. I am able to recognize the value of empathetic practice in relation to my students’
achievement. (L4 Results)
21. I consider empathetic practice an important aspect of my teaching practice (L1 Relevance)

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Asset Metadata

Creator Mahindrakar, Manoj (author)

Core Title The knowledge, motivation, and organization influences affecting the frequency of empathetic teaching practice used in the classroom: an evaluation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 02/21/2019

Defense Date 01/22/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Empathy,KMO,OAI-PMH Harvest,teacher connection,teacher support,teaching,teaching practice

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Datta, Monique (committee chair), Cash, David (committee member), Castruita, Rudy (committee member)

Creator Email mahindra@usc.edu,manojam@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-125923

Unique identifier UC11675798

Identifier etd-Mahindraka-7105.pdf (filename),usctheses-c89-125923 (legacy record id)

Legacy Identifier etd-Mahindraka-7105.pdf

Dmrecord 125923

Document Type Dissertation

Format application/pdf (imt)

Rights Mahindrakar, Manoj

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA