THE CONNECTION BETWEEN EMPATHY AND SOCIAL STEREOTYPES AMONG EDUCATION PROFESSIONALS

Mary GHAZARIAN; Lilit LACHINYAN

doi:10.24234/miopap.v12i1.72

Authors

Mary GHAZARIAN https://orcid.org/0009-0000-2729-8343 https://orcid.org/0009-0000-2729-8343
Lilit LACHINYAN https://orcid.org/0000-0001-9215-2658 https://orcid.org/0000-0001-9215-2658

DOI:

https://doi.org/10.24234/miopap.v12i1.72

Keywords:

emotional intelligence, social skills, empathy, stereotypes, teacher development, self-awareness, equity, education

Abstract

The present study explored the emotional intelligence (EI) of 104 teachers from Armenian schools in Lebanon, providing a detailed analysis of key emotional competencies such as self-awareness, emotional regulation, motivation, empathy, and the ability to recognize emotions in others. A particular emphasis was placed on empathy, examining it as a powerful tool for reducing social stereotypes, especially within the context of teaching. The research found a significant negative correlation between empathy and social stereotypes, particularly concerning the teaching profession and age. This suggests that teachers with higher levels of empathy tend to exhibit fewer biases and stereotypes in their approach to education. Additionally, the study presented a set of recommendations aimed at teachers, school leaders, and policymakers. These suggestions are intended to guide the development of strategies for fostering more inclusive and empathetic school environments, ultimately contributing to the creation of communities that are more understanding and accepting within educational settings.

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