摘要：AbstractTeachers’ profession is related to many different roles such as: teacher's role in the narrow sense, teacher as motivator, evaluator, cognitive-diagnostic role, social relations manager and partner in the emotional interaction. The purpose of the study is to investigate whether empathy (empathy quotient and emotional empathy) is connected to the self-assessment of success in teachers’ roles performing. The sample consisted of 120 teachers (37 primary school teachers and 83 subject teachers) from several schools in Serbia. The research findings show that empathy may contribute to the successful fulfilling of teachers’ professional roles.
