Pre-service teachers’ empathy and attitudes toward inclusive education—The chain mediating role of teaching motivation and inclusive education efficacy

PLOS One | https://doi.org/10.1371/journal.pone.0321066 April 29, 2025 3 / 18 pre-service teacher training has been a central topic in teacher education policy, practice, and research [10]. However, literature review indicated that in the field of education, the intrinsic relationship between pre-service Chinese teachers’ empathy and attitudes toward inclusive education has been less explored, and there is a lack of research on the psycho- logical mechanism of interaction among empathy, motivation, efficacy and attitudes, which is worthy of further in-depth exploration. In order to further clarify and validate the relationship between these four variables, this study based on the Stimulus-Organismic-Response (S-O-R) theory, explored the effects and paths of pre-service teachers’ empathy on atti- tudes toward inclusive education in the Chinese context. The study also examined the intrinsic mechanisms of influence, with the aim of promoting the sustainable development of future teachers. Research hypotheses Theory underpinning: Stimulus-Organism-Response’s (S-O-R) model Mehrabian and Russell (1974) had previously suggested that an individual’s behavioral responses (R) are the result of an emotional organism (O) created by environmental stimuli (S) [11]. This study utilized the S-O-R model to demonstrate how teachers’ empathy, as an external stimulus (S), impacts the organism (O) factors, specifically teaching motivation and inclusive education efficacy, which then influence the response (R), namely teachers’ attitudes toward inclusive education.

For instance, a teacher who has a high level of empathy might better understand the difficulties faced by students with disabilities, leading to a more inclusive attitude and teaching approach [12]. In the meantime, a teacher who believes in their efficacy in managing a diverse classroom is more likely to adopt inclusive teaching practices and maintain a positive attitude towards inclusion. Motivation, on the other hand, can fuel continuous professional development and persistence in inclusive education, despite the challenges it might present. To sum up, the S-O-R model aids in comprehending how one element affects another, creating a mediated relationship in which motivation is directly impacted by empathy, which in turn drives efficacy that ultimately changes attitudes. This chain mediation highlights the importance of addressing each component in teacher training and development to foster a more inclusive educational environment. Empathy and attitudes toward inclusive education Empathy refers to a person’s ability to perceive the inner world of others [13]. It is a manner of assessing personal feelings and the ability to consider and solve problems from the standpoint of others [14]. Empathy is not only embodied in expe- riencing the emotions of others but, more importantly, in being able to think from the other person’s point of view to better understand the position and feelings of others. It is one of the fundamental components of emotional experience and plays

a crucial role in social interactions [15]. Empathy optimizes inclusive attitudes and relationships with particular groups [16] and reduces prejudice against special groups due to misinformation and negative stereotypes [17]. Empathy for teachers cannot be overstated in the educational field because it is an essential quality for teachers, doctors, and social workers in their interactions with others [18]. It is well known that teaching is a process of social interaction involving students and teachers [19]. Therefore, this process cannot be separated from the existence of empathy, which has an essential worth for professions that require socio-emotional support. Teacher empathy’s cognitive and emotional elements will fully understand students’ emotions through interpersonal interactions [20] and show concern for students through actions [21]. At the same time, empathy helps improve teachers’ teaching effectiveness and promote students’ learning and develop- ment [22]. Empathy is a mandatory quality for future teachers. By demonstrating empathy, pre-service teachers can better understand students’ needs and difficulties, improve teachers’ attitudes toward students, and build an excellent teacher- student relationship [23]. Meanwhile, a growing body of literature suggests that empathy is a predictor of positive teacher behaviors in educa- tional contexts and that teacher empathy plays a crucial role in inclusive education in particular [24]. Inclusive education

requires that teachers’ educational philosophies and approaches meet the needs of all students. Teacher empathy is a prerequisite if teachers create an inclusive and equitable atmosphere in the classroom [25]. Empathy is at the core of