A qualitative study on the role of structural conflicts and challenges on moral harms among teachers in the City of Chalus

Safdari, Saeed; Mansouri, Saeedeh

doi:10.22034/jitle.2025.553865.1047

A qualitative study on the role of structural conflicts and challenges on moral harms among teachers in the City of Chalus

Document Type : Original Article

Authors

Saeed Safdari

Saeedeh Mansouri

Department of English, Cha.C., Islamic Azad University, Chalus, Iran

10.22034/jitle.2025.553865.1047

Abstract

The concept of moral harm has gained great importance in the field of moral and emotional challenges of teachers. This study examines this concept in the teaching profession and its characteristics and consequences. The present study was applied in terms of purpose and qualitative in terms of approach. Qualitative data were collected through semi-structured interviews with 21 elementary and secondary school teachers in Chalus city and analyzed using thematic content analysis. Participants were asked to express their experience of moral harm. Finally, moral conflict, lack of support from administrators, organizational constraints, lack of resources, and lack of justice were identified as the main themes shaping moral harm. From the teachers' perspective, these conditions undermine their professional effectiveness and well-being. This study shows that moral harm is inherently systemic and has organizational and social foundations. The findings indicate that awareness of psychological harm and fair distribution of resources are effective in facing this challenge. It is suggested that teacher training courses be designed to develop ethical decision-making and help teachers become resilient.

Keywords

moral harm

ethics

conflicts

emotional exhaustion

Subjects