Glenys Oberg uses the concept of “moral injury” to spotlight how teachers experience deep ethical conflict and emotional burnout—not as isolated incidents, but rooted in systemic issues. Through interviews with 57 Australian educators, she exposes how excessive tasks, intensified workloads, and loss of professional control are causing teachers to suffer stress, moral distress, and attrition all while compromising students’ educational experience.
The article urges education systems to rethink teacher wellbeing as a structural concern, supporting both ethical practice and teacher retention, and ultimately enhancing student learning.
Find the full report and summaries: https://www.tandfonline.com/doi/epdf/10.1080/00131911.2025.2504523?needAccess=true
