Empatía en la enseñanza universitaria: percepciones estudiantiles y autoevaluaciones docentes

Teacher empathy is essential for creating positive learning environments and enhancing student motivation. This study examines the discrepancy between teachers’ self-assessments of empathy and students’ perceptions in the Hispanic Language and Literature program at UNAN-Managua. A descriptive, cross-sectional quantitative design was applied using the adapted Teacher Empathy Scale (TES). The study involved 18 students and 5 teachers. Results reveal significant differences between teachers’ self-perception and students’ evaluations. The observed discrepancy aligns with previous studies suggesting that self-assessment is not a reliable measure of teacher empathy. Therefore, it is concluded that student evaluation should be considered as a complementary measure to improve teacher empathy and the classroom climate.