The need analysis on empathic instruction of secondary school teachers and preliminary teachers

The purpose of this study was to analyze the needs for establishing empathic instruction by investigating the current status and desirable one of components in empathic instruction for secondary school teachers and preliminary teachers. This study collected data through surveys that 168 secondary school teachers and 244 preliminary teachers, 412 in total responded to. For need analysis, following three research methodologies were employed. Firstly, a t-test was used to statistically detect the gap between two statuses. Secondly, priorities among the needs were calculated through Borich s needs assessment model. Thirdly, components with high demand were presented on the coordinate plane using The Locus for Focus model. Finally, the highest priority components were derived from these. The research results are as follows. First, both secondary school teachers and preliminary teachers had high demands in common: the integration of cognitive and emotional growth for teachers and students, and empathetic listening and being considerate when speaking. Next, secondary school teachers showed a high demand for the educational goal where students can experience positive emotions and grow up to be a great man whose mind and body are healthy, while preliminary teachers highly demanded for the free and comfortable atmosphere where students are respected when making mistakes, and the learning environment where students can have an empathic communication.