A new nexus in Austrian education: Teacher lovingkindness-compassion meets teacher perceived positivity resonance

Abstract

Teacher-student relationships are fundamental to successful educational endeavors, yet little attention has been given to teachers' mental states that promote a strong sense of connectedness. This study aims to examine the relationship between teacher lovingkindness and compassion and teachers' perceived positivity resonance, while also assessing the psychometric properties of the Teacher Lovingkindness-Compassion Scale (TLKC). A quantitative cross-sectional study was conducted with a sample of 321 Austrian school teachers from all levels of public education. Data collected online were analyzed using Exploratory Factor Analysis and Pearson product-moment correlation analysis. The results of the EFA revealed a four-factor model for the TLKC scale: (a) Teacher Lovingkindness for Students (TLKS); (b) Teacher Compassion for Students (TCS); (c) Teacher Sense of Relatedness (TSR); and (d) Teacher Self-Lovingkindness (TSLK). Additionally, the Pearson correlation analysis showed a significant positive relationship between teacher lovingkindness and compassion and perceived positivity resonance. All four factors of teacher lovingkindness and compassion were positively and significantly correlated with perceived positivity resonance. This study emphasizes the important role of lovingkindness and compassion in fostering teachers' sense of connectedness. Practical implications, such as developing and cultivating teachers' lovingkindness and compassion through training programs, are discussed.