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Learning Objective 1: The learner will be able to know that Teachers' empathy provided complete mediation between the teachers' knowledge and educational intervention in classrooms.
Learning Objective 2: Results indicated that empathy can positively contribute to educational intervention in ADHD by increasing understanding of ADHD children and situation.
Methods: The structural equation modeling was conducted with 334 school teachers in D and Y cities in Korea. Data were collected through self-report questionnaires, which were standardized instruments from April 2012 to July 2012. The data were analyzed by using SPSS Win 20 and AMOS 20, and Sobel and Bootstrapping tests were conducted respectively to determine the significance of mediation and for constructing the confidence interval.
Results: Teachers' empathy provided complete mediation between the teachers' knowledge and educational intervention in classrooms. Results indicated that empathy can positively contribute to educational intervention in ADHD by increasing understanding of ADHD children and situation.
Conclusion: Based on the findings of this study, teachers need to enhance their empathy towards ADHD students to increase their educational intervention for ADHD. These results suggest the importance of intervention for ADHD children that focuses on increasing teachers' empathy in the classroom.