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C. Laudoniu Burghelea1, S. Georgiu2

1Academy of Economic Studies (ROMANIA)
2University of Bucharest (ROMANIA)
Teacher's responsibilities in a democratic society are set by roles which go beyond the boundaries of traditional education, being related primarily to his or her specific personality and behavior. Conceptual clarifications offered in an attempt to define, more recently and show the area of teacher personality are accompanied by the dynamic interaction between personality variables and the level of empathy, which is positioned at the confluence of traits and situations in a whole, needed in the progress modern educational processes.
In the educational process a series of stages are configured that go through processing, realizing and improving awareness of own resources and are accompanied by the powers of involving the transmitting of messages with a real formative effect. But such transmission cannot take place without a specific positioning which is reflected by the existence of a level of empathy that makes the broadcaster - professor also a proper mirror for his students.
Defining empathy refers to the psychological phenomenon of partial or total identification, which may be apparent or unapparent, and may belong to a person with a model of human behavior evoked or perceived, favoring such an act of implicit understanding and communication, which is accompanied by emotional contagion. Teaching competence is based on empathy, in other words based on what is called transposition capacity in the psychology of the student or class, the taking of perspective in the processes of attribution, articulation of the identification-deployment report, facilitating more evaluative accuracy.
In the educational process, the teacher-student interaction is mutual, but it seems that the bigger share belongs to the influence of the teacher, to his authority over pupils. Regarding the transfer of mutual influence, empathy and emotionality, the teacher-student relationship becomes truly interactive, with changing effects in the behavior of both participants, because not only the manifestations of students change within them, but also the attitudes and behavior of the teacher towards the results of its influences, which are made consistently.
When talking about competence in the educational system, the models used refer to the pedagogical norms as well as to the structure of the personality of the teacher. We believe that when it comes to educational competence, a very important factor in the teacher's personality is that which is offered by the existence of a high-level empathy. So, in an attempt to get communicational interaction with authentic values in the educational field, each individual (seen as a personality) should provide a total commitment, sincerely expressing his emotions, ideas, experiences and especially also supporting the ideas, emotions and experiences of others, while being able to understand and actively modify them through a process of cooperation.
Starting from these theoretical configurations of our study it was centered on the identification of features of personality that occur directly and significantly in the work undertaken by teachers, with specific reference to the interaction between empathy and tolerance as a result of positive value-giving of the Romanian teacher in the pre-university education.