Narrative inquiry into empathy and language teacher professional identity: case studies in Chinese secondary public schools and private tutoring institutions

Abstract

This study explores the interplay between empathy and teacher professional identity within the context of English language education in China. Employing a qualitative research methodology, the research investigates the experiences of ten English Language Teachers (ELT) from public schools and private tutoring institutions, focusing on how their empathic interactions with students, parents, and colleagues shape their professional identities.

Data collection methods included semi-structured interviews, classroom observations, and focus group discussions, which were thematically analyzed to identify patterns and themes related to teacher empathy and identity development. The findings reveal that empathy plays a crucial role in fostering positive relationships and enhancing teachers’ self-perception and professional commitment.

The study identifies several key dimensions of teacher professional identity, including identity crisis, identity conflict, and identity reconstruction, demonstrating how these dimensions are influenced by teachers’ emotional experiences and the sociocultural environment. Furthermore, the results highlight the challenges teachers face in balancing emotional demands with professional responsibilities, as well as the impact of institutional policies on their empathic practices.

Ultimately, this research contributes to the growing body of literature on teacher identity and emotion, emphasizing the need for educational policies that support the emotional well-being of teachers and recognize the importance of empathy in the teaching profession. The study calls for a more nuanced understanding of how empathy and identity intertwine to inform teacher training programs and curriculum development.

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Identifiers

ORCID for Yao Chen: orcid.org/0009-0003-0695-3259

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