Ethical Values as Predictors of Teachers’ Morale and Burnout: An Empirical Study among School Teachers

Abstract

Teaching is an inherently value-oriented profession that requires sustained emotional engagement, ethical judgment, and professional commitment. In recent years, increasing occupational demands have contributed to declining morale and rising burnout among school teachers, raising concerns about teacher wellbeing and sustainability in the profession. Ethical values, which guide teachers’ professional conduct and decision making, may serve as important psychological resources that influence teachers’ morale and vulnerability to burnout. The present study examined ethical values as predictors of teachers’ morale and burnout among school educators. A quantitative descriptive survey design was employed, and data were collected from 420 secondary school teachers selected through stratified random sampling. Standardized instruments were used to measure ethical values, teachers’ morale, and burnout. The collected data were analyzed using descriptive statistics, Pearson’s product moment correlation, and multiple regression analysis. The findings revealed that teachers demonstrated high levels of ethical values, moderate to high morale, and moderate levels of burnout. Ethical values were found to have a significant positive relationship with teachers’ morale and a significant negative relationship with teacher burnout. Further, regression analysis indicated that ethical values significantly predicted both teachers’ morale and burnout, explaining a meaningful proportion of variance in these outcomes. The study highlights the importance of strengthening ethical values and ethical practices within educational institutions to enhance teachers’ professional wellbeing, reduce burnout, and promote sustainable teaching environments.