Teaching is a profession deeply rooted in ethical responsibility and professional commitment. Teachers are expected to uphold ethical values such as honesty, fairness, integrity, and respect while guiding students in their academic and personal development. At the same time, the teaching profession has become increasingly demanding due to rising workloads, administrative expectations, and emotional involvement in classroom interactions. These pressures may lead to occupational burnout, which is commonly characterized by emotional exhaustion, depersonalization, and a reduced sense of personal accomplishment. The present study aims to examine the relationship between ethical values and occupational burnout among teachers. A quantitative descriptive survey method was employed for the study. Data were collected from 150 school teachers using standardized scales measuring ethical values and occupational burnout. Descriptive statistics such as mean and standard deviation were used to determine the level of ethical values and burnout, while Pearson’s product moment correlation was applied to examine the relationship between the two variables. The findings revealed that teachers possess a high level of ethical values and a moderate level of occupational burnout. The correlation analysis indicated a significant negative relationship between ethical values and occupational burnout, suggesting that teachers with stronger ethical values tend to experience lower levels of burnout. The study highlights the importance of strengthening ethical awareness and professional values among teachers in order to promote teacher wellbeing and reduce occupational stress in educational institutions.
Chandrakala et al. (Sun,) studied this question.
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