Level of Forgiveness among Full-time Faculty and Students: Basis for a Forgiveness Intervention

Abstract

Abstract. Forgiveness promotes psychological well-being, healthy relationships, and positive learning environments. Despite its importance, limited research has compared forgiveness among faculty and students in higher education while examining its dimensions as a basis for intervention. This study determined the levels of forgiveness among full-time faculty and students, compared their forgiveness levels, and developed a forgiveness intervention program. A convergent mixed-methods design was employed involving 166 respondents (25 full-time faculty and 141 students). Quantitative data were collected using the Heartland Forgiveness Scale (HFS), while qualitative data were gathered through semi-structured interviews. Descriptive statistics (frequency, percentage, mean, and standard deviation) and one-way multivariate analysis of variance (MANOVA) were used to analyze quantitative data, whereas thematic analysis was applied to qualitative responses. Results showed that both faculty and students demonstrated moderate overall levels of forgiveness. Faculty obtained a higher overall HFS mean score (M = 85.60, SD = 11.60) than students (M = 81.87, SD = 12.58). MANOVA revealed a significant multivariate difference between groups (Wilks’ Λ = .945, p = .026), with a significant difference only in self-forgiveness (p = .016), indicating greater self-forgiveness among faculty. Qualitative findings highlighted self-reflection, empathy, emotional maturity, and supportive relationships as key influences on forgiveness. The findings support the development of a context-specific forgiveness intervention program to strengthen self-forgiveness, empathy, emotional resilience, and constructive conflict resolution in higher education. Keywords: empathy; forgiveness; Higher Education; intervention; sympathy