Moral injury in teaching: the systemic roots of ethical conflict and emotional burnout in education

Moral injury, a concept derived from military psychology, has gained increasing relevance in understanding the ethical and emotional challenges faced by teachers in educational settings. This article investigates moral injury in the teaching profession, focusing on its systemic roots, manifestations, and implications. Using qualitative data from 57 Australian educators, this study explores how teachers experience and navigate moral injury in their professional roles. The study identifies betrayal, ethical conflict, and systemic pressures as central constructs of moral injury. Teachers report feeling unsupported by leadership, constrained by conflicting institutional demands, and disempowered by resource shortages and inequitable policies. These challenges are compounded by intersecting constructs such as compassion fatigue and secondary traumatic stress, further undermining professional efficacy and well-being. Using Bronfenbrenner’s Ecological Systems Theory, the study examines moral injury across micro-, meso-, exo-, macro-, and chronosystem levels, revealing how interactions within and across these systems exacerbate ethical and emotional burdens on teachers. The findings underscore the systemic nature of moral injury, emphasising its roots in institutional frameworks, societal attitudes, and chronic resource inequities. To mitigate moral injury, the study advocates for systemic reforms, including trauma-informed practices, equitable resource distribution, and growth-based assessment models. Professional development programmes focusing on ethical decision-making and resilience-building are also recommended to equip teachers to navigate these challenges. By reframing moral injury as a systemic rather than an individual issue, this research highlights the collective responsibility of educational stakeholders in fostering supportive environments that sustain teacher well-being and enhance educational outcomes.