PSYCHOLOGICAL CRITERIA FOR THE DEVELOPMENT OF EMPATHY IN TEACHERS

This article scientifically analyzes the psychological criteria for the development of empathy in teachers in the context of modern educational reforms. In particular, it highlights the role of empathy in teachers’ professional competence within the framework of state policies in the Republic of Uzbekistan aimed at modernizing the education system and improving the quality of teacher training. The study examines the cognitive, emotional, behavioral, and reflective criteria of empathy as distinct psychological categories. The development of these criteria is substantiated based on scientific sources, emphasizing their importance for effective communication between teacher and student, a healthy psychological environment, and overall educational effectiveness.