Teachers’ Moral Self-Image and Forgiveness across Diverse Educational Contexts in Pakistan

Abstract

This study studied the relationship between forgiveness and moral self-image among teachers across different educational levels such as school, college, and university and institutional both public and private in Pakistan. A sample of 1,200 teachers 400 from each level participated. The Heartland Forgiveness Scale (HFS; Thompson et al., 2005) and Moral Self-Image Scale (MSIS; Naeem et al., 2022) were used. Results of the study showed that MSI was significantly correlated with age r = .269 and teaching level r = .057 whereas forgiveness was positively linked with gender r = .150 and institution type r = .123. Regression analyses further revealed that teaching level β = 1.653, was a strong positive predictor of MSI, while age β = .078, and institutional context β = .450 significantly predicted forgiveness. These findings highlight that teachers’ moral and emotional directions are shaped not only by demographic factors but also by their educational context. In Pakistan’s collectivist and culturally diverse educational environment, where teachers are observed as both academic guides and moral patterns forgiveness and MSI play critical roles in fostering resilience, reducing burnout and promoting ethical classroom follows. The study highlights the standing of integrating moral development, emotional intelligence and forgiveness-based exercise into teacher education programs to enhance both particular well-being and institutional agreement.