The Impact of Principals’ Empathy on Teachers’ Performance ^†

Abstract

Contemporary societies evaluate teachers and educational institutions using controversial criteria, mainly focusing on teachers’ “hard skills” such as experience, qualifications, and student performance. However, recent research highlights the importance of social and interpersonal skills in professional excellence, emphasizing the role of emotional and professional experiences as well as leader-teacher relationships. This study examined the impact of principals’ empathy on subordinates’ performance in education. A questionnaire with 47 questions was used, and the relationships were analyzed using linear regression and Pearson’s coefficient. Empathetic leadership showed positive associations with understanding others’ suffering and taking appropriate actions but was unexpectedly not linked to teacher performance. Specifically, leaders’ tolerance for subordinate stress had the most adverse effect on effectiveness. Upon concluding the study, it is evident that a manager’s empathy does not serve as a catalytic factor in terms of their effectiveness. Consequently, schools’ effectiveness continues to be primarily associated with quantifiable outcomes, whereas the emotional benefits derived from managerial empathy play a secondary role.

1. Introduction

Recent political and socioeconomic shifts in education have precipitated rapid and unforeseen reforms, posing challenges for teachers and school principals to acclimate to novel paradigms [1]. These changes have also prompted a reevaluation of the notion of school leadership, necessitating more nuanced leadership models that encompass not only organizational prowess but also social, interpersonal, and emotional competencies [2]. This shift likely stems from the recognition that escalating complexities within education often manifest in emotional responses, such as frustration among staff, adversely impacting institutional performance. Consequently, school leaders are compelled to navigate diverse emotions and requirements among their personnel, and tailor strategies to each unique circumstance [3].

Nevertheless, in contemporary society, teachers and educational institutions appear to be assessed using methodologies that employ contentious criteria [4]. These criteria predominantly focus on evaluating teachers’ “hard skills,” including work experience, formal qualifications, student performance, and resource allocation [5]. However, the evaluation often overlooks the exploration of “soft skills,” encompassing personal attributes, values, principles, and objectives that foster and sustain professional excellence [4].

Consequently, there has been a recent shift in research focusing on the significance of social and interpersonal competencies as integral components of professional proficiency. Within this framework, it is contended that the dynamics between leaders and teachers profoundly influence professional conduct and efficacy. Specifically, empathy emerges as a pivotal skill that is intertwined with social integration and communication within educational institutions. Studies suggest that it plays a pivotal role in shaping the dynamics of teacher–principal interactions and should be duly considered when assigning leadership roles within school units, to enhance their effectiveness [6].

Numerous definitions have attempted to capture the essence of empathy, yet none have been deemed comprehensive enough to encapsulate its full scope [7]. O’Connor et al. [8] define empathy as the capacity to understand and connect with an individual’s emotional states, thoughts, and values. Similarly, Rogers [9] identifies empathy as a fundamental trait of effective leadership and underscores its significance in leader–subordinate relationships. Building on this, Elliot et al. [10] asserted that empathy involves creating space for the leader’s personal insights and experiences within the context of shared exploration of the subordinate’s experiences.

Empathy is depicted as a competency directed toward fostering and navigating interpersonal connections, with assertions positing its potential role in enhancing the cognitive and emotional proficiencies that are essential for effective leadership [11]. Indeed, research underscores the significance of social competencies in effective leadership, highlighting that leaders attain superior outcomes when they demonstrate a vested interest in both the productivity and well-being of their subordinates [12].

In this framework, empathetic leadership emerges as a leadership style centered on fostering emotional connections between leaders and employees [13]. Employing empathetic leadership leads to the enhancement of followers’ effectiveness, job satisfaction, and overall well-being [14,15]. Interacting with empathetic leaders helps followers improve their ability to deal with others and their social skills. Additionally, when they receive feedback from empathetic leaders, followers can learn more about and better manage themselves [16]. Indeed, Zhou [17] proposed that expressing empathetic compassion while delivering negative feedback amplifies employees’ positive emotional responses [18].

Empathetic leadership has a positive impact on fostering innovative behavior and creativity, as enhanced job satisfaction stimulates employees’ drive for efficiency and encourages the implementation of innovative initiatives [19]. Moreover, empathic leadership behaviors have the potential to influence subordinates’ commitment to the workplace by fostering a collaborative atmosphere. Specifically, empathetic leadership not only impacts followers’ performance, but also shapes their perception of the work environment [20].

Similarly, Bono et al. [21] discovered that empathetic leadership, characterized by emotional support in leader–follower interactions, correlates with reduced stress levels over an extended duration, while a deficiency in empathy diminishes such levels. Additionally, enhanced capacity to recognize and address the needs of others contributes to the cultivation of active listening and motivational abilities [22]. These competencies are intertwined with leaders’ empathetic demeanors, leading to the expression of compassion aimed at alleviating followers’ distress [18].

Empathetic leaders genuinely exhibit concern for their followers, irrespective of their workplace performance. Indeed, leaders can demonstrate greater empathy toward employees deemed “less” effective by prioritizing their emotional well-being [23]. In this context, empathetic leadership exerts an organizational-level influence by fostering a culture of accountability and compassion [15]. This aspect proved particularly significant during the pandemic, as there was an escalated demand for accountability and compassion at both the individual and organizational levels. Hence, empathy plays a pivotal role in cultivating an organizational culture conducive to innovation; motivating employees to conceive creative ideas and develop more valuable and inventive products and services [24].

Empathetic leadership is a crucial aspect of academic research in education. Studies have highlighted the significance of empathy in educational leadership, emphasizing its positive impact on leaders, followers, and overall organizational outcomes. Research has shown that empathetic educational leaders, who possess compassion and the ability to understand and connect with others, can elevate employees, increase motivation, and foster a harmonious work environment. The literature on empathetic leadership in education underscores the importance of leaders’ interpersonal capacities, compassion, and empathy in creating a conducive learning environment [17].

2. Objective

Despite the growing recognition of the importance of empathy in leadership effectiveness within organizational contexts, a notable gap remains in the literature regarding the empirical examination of empathetic leadership behaviors exhibited by leaders in educational settings [11,25]. Furthermore, the existing literature lacks an exploration of how empathetic leadership specifically influences professionals in people-centered professions, such as teachers. This research gap highlights the need for empirical studies investigating the role of empathetic leadership behaviors in organizational settings, particularly in people-centric professions.

This study aimed to explore primary school teachers’ perspectives on the influence of principals’ empathy on their performance. The findings of this study are anticipated to enrich existing knowledge regarding the empathetic qualities of leaders in primary education and the efficacy of their administration. Given the significant emphasis placed on school quality and effectiveness within educational, socioeconomic, and political contexts, this research holds relevance beyond the educational spheres.

The research questions stemming from this study’s objectives are as follows.

• What primary education teachers think;
  • Empathetic leadership and compassion exhibited by managers;
  • Level of job performance.
• How is the correlation between empathetic leadership, principal compassion, level of job satisfaction, innovation, and teacher effectiveness characterized?

Moreover, the research outcomes bear significance for educational leadership by underscoring the imperative of orienting the national education system toward human-centered behaviors, including the cultivation of empathy and leadership qualities conducive to change and transformation. Consequently, during the transformational process, managers are encouraged to serve as inspirational figures and earn respect through their modus operandis.

3. Methods

3.1. Study Design and Participants

This study was conducted in Northern Greece, encompassing teachers serving in primary schools within this geographical area. A total of 312 teachers constituted the research sample, which was selected via convenience sampling. Questionnaires were distributed electronically to the e-mail addresses of the respective school units in which the teachers were employed, facilitating faster and more cost-effective procedures.

Accompanying the questionnaires, participants received an informative letter detailing the research objectives and content, and the voluntary nature of their participation. The completion of the questionnaire indicated participants’ consent to participate in the study. Data were collected throughout the calendar year 2023; specifically from 1 January to 14 February. The participants required approximately 5 minutes to complete the questionnaire.

3.2. Instruments

For this study, a questionnaire served as the primary research instrument and was structured based on established norms from previous studies [13]. The questionnaire comprised three sections, totaling 47 closed-type questions [26]. The first encompassed demographic inquiries concerning participants’ personal and professional backgrounds. Respectively, the second part, adapted from the Compassion at Work scale [27], consisted of 24 questions assessing various dimensions of workplace compassion, including compassion for others’ suffering, absence of criticism, being compassionate, and taking appropriate action.

The third segment was drawn from a recent study and comprised 24 Likert-5 type questions evaluating empathetic leadership, job satisfaction, efficiency, and innovation [13]. However, this study used only the empathetic leadership scale. Responses across the entire questionnaire were rated on a 5-point Likert scale (1 = almost never, to 5 = almost always), with a score of 3 indicating neutrality and scores above 3 indicating positive attitudes.

3.3. Data Analysis

The demographic characteristics of the sample are presented as absolute and relative frequencies (%). Subsequently, the mean and standard deviations were used to present the quantitative data. Regarding the relationship between participants and their characteristics, using the questionnaire and its factors, these correlations were examined through the application of a linear regression model using the stepwise method, while the correlations between the quantitative variables were determined using Pearson’s correlation coefficient. These criteria are presented as parametric statistics given the fulfillment of normality [28].

4. Results

4.1. General Characteristics

In terms of the demographic profile of the participants in this study (

Table 1. Characteristics of participants (n = 312).

Characteristics	Categories	n (%)	M ± SD
Sex	Men	165 (52.9)
	Women	147 (47.1)
Age	≤25	3 (1.0)
	26–35	27 (8.7)
	36–45	93 (29.8)
	46–55	135 (43.3)
	≥56	54 (17.3)
Marital status	Not married	231 (74.0)
	Married	54 (17.3)
	Other	27 (8.7)
Job position	School principal	51 (16.3)
	Acting principal	27 (8.7)
	Teacher	153 (49.0)
	Specialty teacher	81 (26.0)
Teaching experience	≤10	60 (19.2)
	11–20	117 (37.5
	21–30	99 (31.7)
	≥31	36 (11.5)
Length of tenure within the school unit	≤5	138 (44.2)
	6–10	93 (29.8)
	11–15	54 (17.3)
	16–20	27 (8.7)
Number of children			41.52 ± 8.92
Number of teachers			18.49 ± 7.55

), regarding their personal and professional characteristics, it is noteworthy that out of the total sample, 165 individuals were male, constituting a proportion of 52.9%; whereas the remaining 147 participants were female, accounting for 47.1% of the sample. Concerning age distribution, the majority of surveyed teachers fell within the age bracket of 46–55 years, comprising 43.3% of the participants. Additionally, a significant proportion of the respondents (74.0%) reported being married.

Regarding the professional attributes of the participants, the majority of the teachers had a total teaching experience ranging between 11 and 20 years (N = 117, 37.5%) and a tenure of up to 5 years at their current school (N = 138, 44.2%). On average, there were approximately 19 teachers (M = 18.49, SD = 7.55) per school unit, with an average student population of 42 (M = 41.52, SD = 8.92) per unit.

4.2. Descriptive Statistics

To address the first research question, which examined teachers’ perceptions of the various dimensions of the questionnaire, mean scores and standard deviations were computed for each dimension (

Table 2. Mean and standard deviation for teachers’ perception.

Characteristics	M ± SD
Being tolerant to personal distress	3.87 ± 0.96
Being non-judgmental	3.70 ± 0.85
Being alive to the suffering of others	3.53 ± 1.00
Empathetic leadership	3.51 ± 0.96
Job performance	3.44 ± 0.75
Takes appropriate action	3.36 ± 1.04

). The research findings revealed a comparatively low mean job performance score (M = 3.44, SD = 0.75).

Furthermore, participants indicated that their immediate supervisors demonstrated tolerance toward their personal stress levels (M = 3.87, SD = 0.96), exhibited non-critical behavior (M = 3.70, SD = 0.85), and frequently demonstrated compassion toward their subordinates (M = 3.53, SD = 1.00). However, based on the mean scores of the respective dimensions, participants perceived empathetic leadership as less frequently practiced by their managers (M = 3.51, SD = 0.96).

The results indicated that primary education teachers generally perceive a supportive work environment. However, there is room for improvement in terms of work efficiency, which suggests opportunities for enhancing productivity and performance. Despite positive perceptions of supervisor characteristics, teachers perceived a lack of empathetic leadership from their managers, indicating a gap in empathetic leadership skills among supervisors. This underscores the need for leadership development and training to cultivate empathy and support within the school leadership.

4.3. Principal’s Empathy and Teacher Effectiveness

Pearson’s correlation coefficient was used to explore the relationships among the individual variables of the research instrument. Particularly noteworthy are the notably strong positive correlations observed between empathetic leadership and demonstrating compassion for others’ suffering (r = 0.704, p < 0.001), as well as between empathy and taking appropriate action (r = 0.806, p < 0.001). These findings suggest that teachers prioritize understanding their issues in their daily interactions, with a secondary emphasis on the effectiveness of their superiors in acting. However, managerial empathy does not emerge as a pivotal determinant of effectiveness.

Drawing from the preceding analysis, a linear regression model employing a stepwise method was used to explore the concurrent relationships between teachers’ work performance, questionnaire dimensions, and personal and professional attributes. Subsequently, the initial theoretical model (Equation (1)) is delineated.

Teacher performance = b₀ + b₁ Sex + b₂ Age + b₃ Marital status + b₄ Length of tenure + b₅ Teaching experience + b₆ Number of teachers + b₇ Number of children + b₈ Empathetic leadership + b₉ Being alive to the suffering of others + b₁₀ Being non-judgmental + b₁₁ Being tolerant to personal distress + b₁₂ Takes appropriate action

(1)

The analysis revealed statistical significance (F (12, 299) = 12.613, p < 0.001), with an R² coefficient explaining 33.6% of the variance in participants’ work effectiveness. The findings indicate the absence of multicollinearity and homoscedasticity.

As shown in

Table 3. Regression analysis examining teacher effectiveness.

		Unstandardized Coefficients		Standardized Coefficients
Model		B	Std. Error	Beta	t	Sig.
2	(constant)	2.754	0.339		8.116	0.000
	Empathetic leadership	0.082	0.059	0.105	1.391	0.165
	Being alive to the suffering of others	0.289	0.057	0.387	5.050	0.000
	Being non-judgmental	−0.003	0.062	−0.003	−0.048	0.962
	Being tolerant to personal distress	−0.206	0.052	−0.264	−3.970	0.000
	Takes appropriate action	0.114	0.045	0.158	2.542	0.012
	Sex	0.009	0.081	0.006	0.112	0.911
	Age	0.060	0.061	0.072	0.997	0.320
	Marital status	−0.067	0.056	−0.057	−1.193	0.234
	Teaching experience	−0.007	0.060	−0.009	−0.119	0.905
	Length of tenure	−0.100	0.045	−0.131	−2.225	0.027
	Number of teachers	0.001	0.002	0.026	0.481	0.631
	Number of children	−0.001	0.001	−0.114	−2.037	0.042

, participants’ performance was positively associated with the determinants of compassion, such as “being alive to the suffering of others” (B = 0.289, t = 5.050, p < 0.001) and taking positive actions (B = 0.114, t = 6.227, p = 0.012). However, principals’ tolerance of teachers’ stress showed a negative correlation (B = −0.206, t = −3.970, p < 0.001), with the latter exhibiting the strongest negative relationship with job performance. Contrary to expectations, the principal’s implementation of empathic leadership did not correlate with teacher performance (B = −0.089, t = 1.391, p = 0.165).

Regarding personal characteristics, no significant influence on work efficiency was observed. Among the professional characteristics, only years of service in the school unit (B = −0.100, t = −2.225, p < 0.027) and the number of children (B = −0.001, t = −2.037, p = 0.042) were statistically and negatively, albeit weakly, related to the dependent variable.

Equation (2) effectively captures the level of teacher effectiveness.

Teacher performance = 2.754 – 0.100 Length of tenure – 0.001 Number of children – 0.211 Empathetic leadership + 0.190 Job satisfaction + 0.390 Job innovation + 0.284 Being alive to the suffering of others – 0.223 Being tolerant to personal distress + 0.161 Takes appropriate action

(2)

Overall, these results highlight the complex interplay between various factors influencing teacher effectiveness and underscore the importance of compassionate leadership behavior practices in enhancing teacher performance.

5. Discussion

This study aimed to explore the perspectives of elementary school teachers on how the emotional attributes of the principal, such as compassion and empathy, influence their performance. Thus, the primary research question focused on examining teachers’ perspectives regarding their principals’ utilization of empathetic leadership and compassion, and how these factors relate to their work performance.

As per our findings, it is notable that teachers attributed a lower average score to workplace performance. Additionally, in terms of principal leadership behavior, the participating teachers noted that their immediate supervisors exhibited tolerance toward personal stress, refrained from being critical, and frequently expressed compassion. However, teachers perceived empathic leadership as less frequently demonstrated by their managers, suggesting a lack of empathy among their superiors.

The literature emphasizes compassion and empathy as crucial traits for effective educational leadership, which contributes to building trust, supporting mental health, and fostering innovation and engagement among employees. Previous studies have shown that leaders with greater empathy and compassion are better equipped to manage emotions in the workplace, leading to increased job satisfaction and performance among followers [29]. The findings align with existing research that suggests that empathy and compassion in educational contexts go beyond mere professionalism and courtesy, emphasizing the importance of connecting with others, understanding their perspectives, and demonstrating care and concern intentionally [30].

Conversely, in earlier studies exploring primary school teachers’ perceptions of performance, it was discovered that most participating teachers believed that effectiveness encompassed achieving objectives, ensuring the smooth operation of the educational environment, and providing academic and social benefits to students. In essence, it pertains to all initiatives undertaken to fulfill the educational mission. This perspective likely stems from the notion that the effectiveness of education is assessed based on its alignment with market demands [31].

In terms of empathy, the current research uncovered a limited degree of empathy concerning “expressing compassion” among primary school leaders. These results align with those of comparable studies that emphasize a greater emphasis on tolerating personal distress and a lesser emphasis on acknowledging the emotions of others [8,32].

Nevertheless, in a study conducted by Ahmetoglu and Acar [33] examining the empathy levels and skills of preschool administrators in Turkey, participants scored significantly higher on the empathy scale compared with the current findings. Additionally, the present study diverges from similar earlier research, which indicated that Greek principals in secondary education units exhibit a notable degree of empathy [34].

This study underscores the critical role of compassion in leadership, emphasizing its significance in creating a positive workplace culture, driving employee outcomes, and effectively navigating challenges. These findings reinforce the notion that empathy, via compassion, is a fundamental quality that leaders should cultivate to enhance organizational performance and employee well-being. However, this study concludes that teachers’ performance does not correlate with their emotional advantages. Consequently, it is evident that participants tend to believe that workplace performance is linked to the responsibilities derived from their work, rather than to the quality of teaching.

Moreover, it is noted that managers’ empathetic demeanor does not significantly catalyze their job performance; instead, it is more closely associated with the innovative initiatives they pursue. Nevertheless, based on the outcomes of the current study, it is apparent that teachers prioritize understanding their issues in their everyday experiences with the effectiveness of their superiors in executing secondary actions. However, it is noted that managers’ empathetic demeanor does not significantly catalyze their effectiveness; instead, it is more closely associated with the innovative initiatives they pursue. This outcome aligns with a study suggesting that principals who convey their emotions adeptly do not necessarily dominate teachers’ perceptions of workplace performance [13].

Consequently, school effectiveness is a quantifiable concept for teachers, since assessing teachers’ personalities and emotional education is challenging. Moreover, the acknowledgment and expression of emotions are still perceived as indicators of weakness, confusion, deviation from rationality, and sound judgment.

Concerning the second research question, the study’s findings—as revealed through the use of a multiple regression model—identified compassion for teachers’ pain and taking positive actions as predictors of participants’ performance. However, contrary to expectations, the principal’s implementation of an empathic leadership style was not correlated with teacher performance. Furthermore, a negative correlation regarding the dimensions of the questionnaire was observed in relation to the manager’s tolerance of the teachers’ stress.

Regarding the individual and professional characteristics of the participants, the results indicated that the personal attributes of the participating teachers did not distinguish their viewpoints. Conversely, among their professional attributes, only the number of years of service and children in a specific school unit emerged as statistically significant factors influencing their performance.

The findings of this study align with those of Samanta and Lamprakis [34] in the context of the Greek region. Their study revealed that employees tend to prioritize transactional leadership over emotional leadership approaches, particularly during periods of social crises and economic downturns. Conversely, on an international scale, data suggest the prevalence of democratic-participative leadership dimensions, followed by liberating and authoritarian styles across Western nations. These findings affirm the significant influence of social culture and organizational context on leadership ideologies and style selection [18].

Despite the anticipation that the impact of leadership style on their effectiveness would be emphasized more strongly, this did not materialize, possibly due to the significant emphasis placed by the teachers on the dynamics within the school team [18]. Nevertheless, the school milieu does not operate in isolation from the integration of emotional competencies, particularly social and interpersonal skills such as empathy and compassion. A school atmosphere that fosters the development of teachers provides an optimal setting for effective and high-quality work that aligns with the requirements of the 21st century [35].

In summary, ongoing advancements in communication and technology are reshaping education, imbuing it with new characteristics and attributes, and rendering it a pivotal driver of progress. The satisfaction that teachers derive from the work inherently leads to more efficient and effective schools, and underscores the pivotal role of school principals in this process. However, for school principals to effectively foster teacher satisfaction, they must cultivate empathy, foster positive interpersonal connections, and ensure a supportive, tranquil, and comfortable environment for teachers [36].

Attaining flawless research is an unattainable goal; hence, like any study, this study has its limitations. Primarily, the constraints in this research originate from the questionnaire used, as it relies on teachers’ self-reported perceptions and employs a cross-sectional design, assessing variables at a single point in time rather than longitudinally. Consequently, this study cannot infer the progression of relationships over time or ascertain whether participating teachers held different leadership views. Furthermore, there is a possibility that practical factors influencing attitudes toward empathy and performance have been overlooked. Additionally, it is acknowledged that the study focused on specific factors while neglecting certain psychometric, emotional, and cognitive aspects such as intelligence, emotional intelligence, and participant anxiety.

This study’s findings have several practical and managerial implications for educational institutions. First, understanding the importance of empathy and compassion in leadership, particularly within an educational context, is crucial for school administrators and policymakers. Efforts should be made to prioritize the development of emotional intelligence and interpersonal skills among school leaders, to foster positive workplace cultures and enhance teacher effectiveness. Moreover, there is a need for ongoing training and professional development programs aimed at nurturing empathetic leadership behavior among school principals. Additionally, school leaders should prioritize building strong relationships with their staff, demonstrating empathy, and actively addressing their needs and concerns. Finally, recognizing the role of emotional factors in educational leadership can lead to the implementation of more holistic approaches to school management, ultimately benefiting both teachers and students.