This study examines the relationship between teachers' empathetic communication and their academic performance, focusing on two dimensions: empathetic concern and perspective taking. The main objective was to determine if there is a positive and significant relationship between empathetic communication and teaching performance in the university context. A descriptive correlational design was employed to analyze data collected from 364 students from private universities in Lima. Twenty-four items of empathetic communication and 23 of teaching performance were evaluated using a Likert scale survey. As a result, Spearman correlation analyses revealed a positive and significant correlation between empathetic communication and teaching performance (r = 0.211, P < 0.01). Furthermore, positive, and significant correlations were found between empathetic concern (r = 0.279, P < 0.01) and perspect...