It appears as though there is no direct link in the literature between empathy and instructional leadership. Despite this there is a theme that weaves itself through leadership, especially when pertaining to professional development and relationships. "The more principals were sought for professional and personal advice, and the more closely connected they were to their teachers, the more willing teachers were to invest in change and the creation of new knowledge and practices" (Moolenaar, Daly & Sleegers, 2010, p. 624). At the center of all positive relationships is a deep trust and caring. These develop over time as the two parties involved have shared experiences, effective communication and a high level of collegiality. As a primary component of the development of this trust, empathy allows an individual to feel what the other is feeling. "A leader with strong ethical values will be more motivated to support, develop, and assist subordinates, but to do this effectively the leader needs to understand their needs and feelings" (Mahsud, Yukl, and Prussia, 2010, p.566). If we do not recognize individual needs and feelings, there is a danger of decreased motivation to improve, a lower level of mastery and a lack of purpose in improvement efforts.
Understanding the feelings of others enables a leader to provide graceful feedback. During conferencing for professional improvement, Blasé and Blasé (2004) identify the role that sincere caring, interest, and support play in ameliorating the possible negative effects of formal evaluation for teachers (p.39). The empathy that is displayed during the conference allows the teacher to step out of their box as there is an enhanced level of trust between the principal and teacher.
Another area of professional development that involves empathy is that of encouraging reflection, ". . . a higher-order skill capable of producing large effects on classroom instruction and student learning" (Blasé and Balse, 2004, p.101). The process of reflection requires courage to help uncover the complex nature of teaching. The groundwork of courage is based on a trusting relationship between the principal and the teacher. This trust is a result of the ability of the principal to see the full context, understanding that the teacher is placing themselves in a vulnerable position. Acknowledging this with the teacher allows them to feel safe in this risk taking endeavour.
Visibility of a principal within a school is a primary skill that is required for the promotion of sound pedagogy. Their presence is that of a supportive role. In these times of informal interactions, there is a great opportunity to get a feel of what is going on in a classroom and in the school. "A principal who is close to staff may have a greater opportunity to collectively share and develop the school's vision as well as provide timely access to the resources necessary in realizing that vision" (Moolenaar, Daly, & Sleegers, 2010, p.656). There may be times when the principal encounters a situation which requires an empathic response. By recognizing issues in a proactive way, there is a reduction in the stress of teachers. Trusting relationships are formed. When the time arises, more candid conversations may be possible. "Empathy is the ability to recognize and understand the emotions and feelings of others, and this interpersonal skill can make it easier to develop a cooperative relationship of mutual trust with a subordinate" (Mahsud, Prussia, Yukl, 2010, pp. 562-563). Creating a culture of trust is equivalent to enhancing compassion, fostering dependability, embracing frankness and subsequently leading to greater collaboration.
At the heart of the different aspects of promoting professional improvement is that of communication. Communicating with others requires an ethic of care. "The leader must take the time to listen carefully to subordinates and ask questions that provide insight about career aspirations and job attitudes. A leader who is unable or unwilling to understand and appreciate the feelings and attitudes of subordinates is unlikely to devote much time to such discussions. Thus, leaders with strong ethical values are likely to engage more in activities that facilitate understanding and also reveal their empathy" (Mahsud et al., 2010, p.566). Presence is a key ingredient of empathic listening. We must be wholly present with the other party and attune to what they are experiencing. It is a result of this listening that a leader is able to aid another in their drive for improvement.
Despite the fact that there is no direct relationship in the literature between empathy and instructional leadership, I would like to suggest that there is a deep connection. Empathy lies at the foundation of the development of trust, a common vision and the effective communication of that vision. Empathic leaders promote learning within their building by recognizing the needs and feelings of others. They create a supportive environment which fosters reflection and risk taking. It becomes clear that being aware of your empathic maturity and through an intentional development of it one will become a more successful instructional leader.
References
Blasé, J., Blasé, J. (2004). Handbook of instructional leadership: How successful principals promote teaching and learning. Thousand Oaks, CA: Corwin Press. Mahsud, R., Yukl, G., Prussia, G. (2010). Leader empathy, ethical leadership, and relations-oriented behaviours antecedents of leader-member exchange quality. Journal of Managerial Psychology 25(6), 561-577.
Moolenaar, N., Daly, A., Sleegers, P. (2010). Occupying the principal position: Examining relationships between transformational leadership, social network position and schools' innovative climate. Educational Administration Quarterly 46(5), 623-670.
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