Emphatic Tendency

In this study, the empathic tendencies of Religious Culture and Ethics (RCAE) teachers were examined according to some variables. In the study, it is aimed to examine the empathy levels of RCAE teachers in terms of variables such as age, gender, seniority in the profession, attitude towards the profession, self-sufficiency in terms of professional competence and participation in in-service training on empathy. The research was carried out in accordance with the "Descriptive Scanning" model, one of the "Scanning" models. The research group consists of 107 teachers working in secondary and high schools in the city center of Çorum. One of the reasons for the study is to examine and analyze the empathic tendency on the sample of RCAE teachers working in secondary and high schools and to contribute to the knowledge on this subject. The empathic tendency of RCAE teachers who teach the RCAE course, in which students are given the habits of being moral individuals who are aware of their duties and responsibilities in society, will positively affect the quality of education and training. Another reason for the study is that learning the empathy levels of RCAE teachers contributes to the quality of education together with religious education and gives an idea about the measures to be taken in case of need. These and similar studies can also shed light on teacher qualifications development policies and new approaches. The data of the study were obtained using the "Personal Information Questionnaire" prepared by the researcher and the "Empathic Tendency Scale" (ETS) of Dökmen. In the study, the "Cronbach Alpha Reliability Coefficient" of the 20 item Empathic Tendency Scale developed by Dökmen was found to be 83. The collected data were evaluated with the SPSS 25.0 statistical program. At the end of the study, it was determined that the empathic tendency levels of the teachers were quite appropriate. In addition, in the context of the age variable; although the mean empathic tendency score increased in parallel with the increase in the age of the teachers, no statistically significant relationship was found between the scores. 48.60 % of the participants are female and 51.40 % are male. Although the mean empathetic tendency score is higher for female teachers than for male teachers, there is no statistically significant difference between the scores. Although it was observed that the scores of the empathic tendency scale increased as the professional seniority of the RCAE teachers increased, no statistically significant difference was found between the scores of the groups. It was observed that the level of empathy of RCAE teachers increased as their job satisfaction increased. It was found that there was a statistically significant difference in favor of the group that was satisfied with its profession between the empathic tendency score average of the group formed by teachers who were satisfied with their profession and the average score of the group that was partially satisfied with their profession. It was observed that as the professional competence perceptions of RCAE teachers increased, their scores from the empathic tendency scale also increased. According to this, it was determined that there was a significant difference between the participants who saw themselves as competent in terms of professional competence and those who considered themselves partially sufficient, in favor of the group who considered themselves competent in their profession. A statistically significant relationship was found between the participation of RCAE teachers in in-service training and their empathic tendency levels. It was found that the empathic tendency levels of the RCAE teachers who participated in the in-service training on empathy were higher than those who did not. Results showed that participating in in-service training activities related to empathy has a important and significant effect on the empathic tendencies of RCAE teachers. In-service training should be given to the teachers who are not satisfied with their profession, who have partially professional competence and who have not participated in in-service training activities before, in order to be more empathetic. RCAE teachers should not only convey information in their lessons, but should be aware of the psychological and emotional factors in the learning process and should take into account not only the school but also the whole life. There is a need for qualified RCAE teachers who can offer solutions to students' problems and can empathize. For this purpose, the Ministry of National Education should do the necessary work for RCAE teachers.

Psychology of Religion, Empathy, Emphatic Tendency, Teacher, Religious Culture and Ethics Teacher
Din Psikolojisi, Empati, Empatik Eğilim, Öğretmen, Din Kültürü Ve Ahlak Bilgisi Öğretmeni

In this study, the empathic tendencies of Religious Culture and Ethics (RCAE) teachers were examined according to some variables. In the study, it is aimed to examine the empathy levels of RCAE teachers in terms of variables such as age, gender, seniority in the profession, attitude towards the profession, self-sufficiency in terms of professional competence and participation in in-service training on empathy. The research was carried out in accordance with the "Descriptive Scanning" model, one of the "Scanning" models. The research group consists of 107 teachers working in secondary and high schools in the city center of Çorum. One of the reasons for the study is to examine and analyze the empathic tendency on the sample of RCAE teachers working in secondary and high schools and to contribute to the knowledge on this subject. The empathic tendency of RCAE teachers who teach the RCAE course, in which students are given the habits of being moral individuals who ar...