Teaching, Empathetic Communication, And Educational-Juridical Frameworks: A Comparative Approach to Rights, Policies, and Quality in Higher Education

Abstract

This study investigates the relationship between empathetic communication and teacher performance within the framework of educational-juridical principles in higher education, emphasizing the role of empathetic communication in enhancing pedagogical practices and the legal rights of both teachers and students. The research aims to assess the levels of empathetic communication and teacher performance and explore their correlation within the context of business faculties in Lima, Peru. The descriptive-correlational design employed a survey comprising 24 items on empathetic communication (Rosenberg, 2003) and 23 items on teacher performance (Blanco & Di Vora, 1992), using a Likert scale. A sample of 364 students from private universities with business faculties and extensive educational experience was surveyed. The study found a strong positive correlation between empathetic communication and teacher performance, suggesting that increased empathy can significantly improve teaching effectiveness. The findings underscore the importance of integrating empathetic communication within educational and juridical frameworks to foster supportive learning environments and promote quality education. This research fills a gap in literature by demonstrating how empathetic communication not only enhances teacher performance but also aligns with broader educational rights and policies in higher education. The study provides valuable insights for educators, policymakers, and institutions aiming to improve both teaching practices and the quality of higher education.