<![CDATA[Teacher empathy is an emotional competency that plays a significant role in creating quality learning interactions for children with special needs. Although empathy has been recognized as a key factor in the success of special education, research that thoroughly examines how teacher empathy is manifested in everyday learning practice in special schools remains limited. This study aims to explore the subjective experiences of teachers in understanding and enacting empathy in learning interactions with children with special needs at Special Harmony School. The study employed a qualitative approach using an Interpretative Phenomenological Analysis (IPA) design. Participants consisted of five teachers at Special Harmony School, selected through purposive sampling with the criterion sampling technique. Data were collected through in-depth interviews and analyzed using IPA procedures supported by NVIVO 15 software. The findings identified four main themes: the implementation of empathy in the classroom, strategies for developing empathy, supporting factors of empathy, and barriers to enacting empathy. This study concludes that teacher empathy is a complex and contextual process that significantly determines the quality of learning interactions for children with special needs in special education settings.]]>
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