Empathy, Interaction and Caring: Teachers' Roles in a Constrained Environment

This paper describes some of the key findings from a recently completed PhD, which examined the role of empathy in teacher–pupil relationships and its relevance to moral modelling. The project collected data through interviews and classroom observations and used grounded methodology theory for the analysis. The literature considers the latest research in neuroscience and the significance of emotions in moral decision making alongside older psychological research on affect and empathy in learning. Despite an overwhelming desire to support, care for and relate deeply to pupils, teachers were continually constrained by the conditions in which they worked. Time was stolen from them by the nature of the current education system; the fragmented and rigid curriculum; the time poor nature of their working conditions; the bureaucracy of modern education and the large numbers of pupils and low frequency of contact. The moral model available for students becomes degraded and needs remain unmet. Teachers are obliged to show lack of care towards individuals, the reverse of what they believe to be necessary and what their pupils want and need.