FEATURES OF THE MANIFESTATION OF MORAL INJURY SYMPTOMS IN THE PROFESSIONAL ACTIVITIES OF TEACHERS: AN EMPIRICAL STUDY

Abstract

The article analyzes the phenomenon of moral injury among educators in the context of the full-scale war in Ukraine. The study examines the specific manifestations of moral distress symptoms in primary school teachers and preschool educators. Particular attention is given to the professional vulnerability of pedagogical staff, who are daily responsible for providing emotional support, education, and safety to children under challenging social conditions.The theoretical framework of the study is based on the concept of moral injury, understood as a profound psychological condition that arises from a conflict between a teacher’s internal moral beliefs, values, and professional ethics, and external circumstances that force them to act against these beliefs or prevent them from realizing them. This conflict leads to feelings of guilt, shame, helplessness, and a loss of meaning in professional activity. The study identifies that moral injury in the teaching profession may result from one’s own actions or the inaction of colleagues, as well as from witnessing the suffering of children and the negative consequences of systemic injustice in the workplace.The empirical part of the research employed the specialized “Moral Injury Questionnaire – Teacher Version”, which helps identify both morally injurious circumstances and the associated emotional responses. Respondents from the Rivne and Volyn regions of Ukraine participated in the study. The findings indicate that most responses reflect a low level of moral distress symptoms without pronounced manifestations. Only one statement – related to feelings of guilt for being unable to protect a student – showed a statistically significant difference, with preschool educators reporting higher emotional involvement than primary school teachers. The article explores potential reasons for the moderate level of moral trauma, including residence in relatively safer regions, gradual adaptation to wartime realities, developed self-regulation skills, and increased awareness of self-care and child support strategies.The results highlight the need for continued research on moral injury among educators and the implementation of support programs aimed at promoting professional and psychological well-being in educational settings.