# Workplace Spirituality in Relation to Moral Responsibilities of Teachers in Public Elementary Schools

Silver Marie O. Wating, Josephine B. Baguio

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Silver Marie O. Wating, Josephine B. Baguio. Workplace Spirituality in Relation to Moral Responsibilities of Teachers in Public Elementary Schools. Current Journal of Applied Science and Technology, 2025, 44 (6), pp.112-124. 10.9734/cjast/2025/v44i64563. hal-05217287

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# Workplace Spirituality in Relation to Moral Responsibilities of Teachers in Public Elementary Schools

Silver Marie O. Wating a++ and Josephine B. Baguio a#*

<sup>a</sup> Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.

## Authors' contributions

This work was carried out in collaboration between both authors. Both authors read and approved the final manuscript.

## Article Information

DOI: https://doi.org/10.9734/cjast/2025/v44i64563

## Open Peer Review History:

This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc are available here: https://pr.sdiarticle5.com/review-history/138884

Received: 21/04/2025

Accepted: 23/06/2025

Published: 28/06/2025

## Original Research Article

## ABSTRACT

This study aimed to examine the significant relationship between workplace spirituality and the moral responsibilities of public elementary school teachers. Guided by Ashmos and Duchon's (2000) workplace spirituality model, a descriptive-correlational research design was employed, involving 149 teachers from public elementary schools in the Baganga South District, Division of Davao Oriental, selected through simple random sampling. Data were collected using a validated and pilot-tested questionnaire through face-to-face surveys. The data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The findings revealed that teachers rated their workplace spirituality at a very high level, while their moral responsibilities were rated high. Correlation analysis indicated a significant positive relationship between workplace spirituality and moral responsibilities. Multiple regression analysis showed that the domains of workplace spirituality—sense of community and belonging, alignment of

<footnote>++ Student;</footnote>

<footnote># Faculty;</footnote>

<footnote>*Corresponding author: E-mail: josephinebbaguio@outlook.com;</footnote>
personal and organizational values, and compassion and service-oriented teaching—significantly influenced moral responsibilities. Among these, compassion and service-oriented teaching had the strongest positive effect, while alignment of personal and organizational values showed a significant negative influence. This unexpected result may reflect possible value misalignment or dissonance between institutional policies and individual teacher beliefs. Meanwhile, meaningful work did not have a statistically significant impact on moral responsibilities. Based on these findings, it is recommended that school leaders foster a strong sense of community and compassion-oriented teaching to enhance teachers' moral responsibilities. Further research may explore the underlying causes of the negative influence of value alignment and identify strategies to strengthen meaningful work's contribution to moral development.

Keywords: Workplace spirituality; moral responsibilities; public elementary school teachers; descriptive-correlational; education.

# 1. INTRODUCTION

The concept of workplace spirituality among teachers plays a vital role in fostering a sense of purpose, ethical decision-making, and overall well-being within educational settings. It encourages values such as compassion, integrity, and service, which align closely with the moral responsibilities inherent in the teaching profession. However, significant gaps and challenges arise when attempting to integrate workplace spirituality with professional ethics. One notable issue is the absence of a clear framework that effectively merges spiritual values with established ethical standards in education. Teachers often face difficulties in balancing their personal spiritual beliefs with institutional policies and secular educational mandates. This misalignment can result in ethical dilemmas, especially in diverse classrooms where students come from a wide range of religious and cultural backgrounds (Baguio & Baguio, 2025).

Globally, inconsistencies in how workplace spirituality is perceived and practiced among educators also present a concern. Some teachers draw strength, motivation, and ethical guidance from their spiritual beliefs, which inform their commitment to fairness, honesty, and student welfare (Baykal, 2019). However, without institutional support or a structured approach, such reliance on personal spirituality can lead to disparities in moral decision-making. Conflicts may arise when individual beliefs clash with standardized ethical guidelines. Moreover, the absence of professional development programs that address spirituality in education leaves educators without the necessary tools to navigate complex moral situations while honoring both personal convictions and professional responsibilities (Gonzales, 2019; Macapagal & Ricafort, 2023).

Another challenge lies in the tendency of educational policies to overlook workplace spirituality. This oversight makes it difficult to create a structured and balanced approach that harmonizes spiritual values with moral responsibilities. In some cases, an overemphasis on spirituality may lead to biased decision-making, potentially compromising inclusivity and fairness in the classroom. Teachers must remain vigilant to ensure that their personal spiritual beliefs do not unintentionally infringe on students' rights to freedom of thought and belief (Caveney, 2020).

To address these challenges, educational institutions should cultivate an inclusive work culture where workplace spirituality is acknowledged as a legitimate contributor to teacher well-being and moral development, while maintaining ethical professionalism. Structured training, open dialogue, and policy development can help bridge the gap between personal spirituality and professional responsibilities, allowing teachers to nurture both their inner values and ethical commitments effectively (Aspinwall, 2021; Villamor, 2019; Virtudes, 2021).

In the Philippine context, workplace spirituality is increasingly recognized as a factor that enhances teachers' well-being, job satisfaction, and moral resilience. However, challenges persist in aligning it with the moral duties of educators. A key issue is the limited institutional acknowledgment and support for spirituality in schools. Many institutions strictly adhere to professional codes of conduct that overlook the influence of personal spirituality in shaping moral decisions. This can result in teachers feeling isolated or conflicted when their spiritual values are disconnected from their professional
environment, leading to stress and ethical
uncertainty.

Furthermore, there is a risk of subjective moral interpretations arising from individual spiritual beliefs. Although spirituality promotes values such as empathy, honesty, and service, interpretations of moral duties may vary significantly among teachers, particularly when addressing sensitive topics such as student discipline, gender identity, or inclusion. In extreme cases, spiritual perspectives may inadvertently influence classroom practices in ways that conflict with principles of neutrality and respect for diversity.

In the Baganga South District, Division of Davao Oriental, the lack of training and institutional discourse on the integration of workplace spirituality and moral responsibilities leaves many teachers unprepared to handle ethical challenges effectively. While ethics is often included in professional development programs, the spiritual dimensions of moral decision-making are rarely addressed. This gap poses challenges for educators who view spirituality as central to their identity, making it difficult to reconcile their beliefs with the secular demands of their roles. Such internal conflicts may lead to burnout, reduced motivation, or ethical missteps in their interactions with students, colleagues, and the broader school community (Buan, 2019).

Cultural and institutional biases against spiritual
discourse in education also limit the potential

benefits of workplace spirituality. In highly
secular or policy-driven environments,
conversations about spirituality are often
discouraged, leaving teachers without platforms
for meaningful reflection. This restricts their
ability to develop a holistic ethical framework that
integrates personal convictions with professional
obligations. Without an inclusive, balanced
approach that embraces both spirituality and
ethical professionalism, the disconnect between
these dimensions may continue to grow—
ultimately impacting teachers' effectiveness,
moral clarity, and emotional well-being
(Minneapolis State Career & Technical Education,
2019; Smith et al., 2019).

In light of these challenges, the researcher is
motivated to explore the relationship between
workplace spirituality and the moral
responsibilities of teachers in public elementary
schools, specifically within Baganga South
District, Division of Davao Oriental. Addressing
these gaps requires a thoughtful, balanced
approach—one that neither dismisses nor
overemphasizes spirituality but rather integrates
it into teacher development, ethical standards,
and school policies in ways that honor diversity,
inclusion, and professionalism. By encouraging
open dialogue, providing targeted professional
development, and cultivating a supportive work
environment, educational institutions can enable
teachers to align their spiritual beliefs with ethical
responsibilities—thereby fostering a more
reflective, resilient, and morally grounded
teaching workforce.

<figure><img src="image_3.png" /><figcaption>Fig. 1. Conceptual framework of the study</figcaption></figure>
# 1.1 Statement of the Problem

This study aimed to establish the significant influence of workplace spirituality in relation to moral responsibilities of teachers in public elementary schools in Baganga South District, Division of Davao Oriental. Specifically, the study sought answers to the following questions:

1. What is the level of workplace spirituality of teachers in public elementary schools in terms of:

1.1 Meaningful work;

1.2 Sense of community and belonging;

1.3 Alignment of personal and organizational values; and

1.4 Compassion and service-oriented teaching?

2. What is the level of moral responsibilities of teachers in public elementary schools in terms of:

2.1 Creating a safe and inclusive learning environment;

2.2 Acting as a role model;

2.3 Providing fairness and equity;

2.4 Promoting social and emotional development;

2.5 Encouraging lifelong learning and critical thinking; and

2.6 Respecting student autonomy and dignity?

3. Is there a significant relationship between the level of workplace spirituality in relation to moral responsibilities of teachers in public elementary schools?

4. Which domains of workplace spirituality significantly influence moral responsibilities of teachers in public elementary schools?

# 1.2 Hypotheses

Ho1. There is no significant relationship between workplace spirituality in relation to moral responsibilities of teachers in public elementary schools.

Ho2. There is no specific domain in workplace spirituality that can best predict moral responsibilities of teachers in public elementary schools.

# 2. METHODOLOGY

## 2.1 Research Design

This study employed a quantitative, non-experimental research design, specifically utilizing the descriptive-correlational method to examine the relationship between workplace spirituality and the moral responsibilities of teachers in public elementary schools. The quantitative approach was chosen to enable the collection and analysis of numerical data through statistical techniques, providing objective and measurable insights into the variables under investigation.

Being non-experimental, the study did not involve any manipulation of variables, control groups, or laboratory procedures. Instead, it relied solely on validated survey instruments to gather data directly from respondents in their natural educational settings. No interventions were introduced, allowing the researcher to observe and describe the existing conditions without influencing them.

The descriptive component of the study aimed to characterize the current levels of workplace spirituality and moral responsibilities among teachers based on their responses. It focused on outlining patterns, behaviors, and perspectives without attempting to alter or manipulate the data. This method was appropriate as it provided a clear picture of how teachers perceive their spiritual environment and their ethical responsibilities within their schools.

Meanwhile, the correlational aspect of the research sought to determine whether a statistically significant relationship exists between the two primary variables: workplace spirituality (independent variable) and moral responsibilities (dependent variable). According to Field (2019), correlation studies are effective in examining the strength and direction of relationships between variables, making this method suitable for the study's objective of exploring how spirituality may be linked to ethical behavior in the teaching profession.

In sum, the descriptive-correlational design allowed for both the measurement and analysis of individual variables and their possible interconnection, offering a comprehensive understanding of how workplace spirituality may influence the moral responsibilities of public elementary school teachers.
## 2.2 Research Respondents

The respondents of this study were 149 out of 218 teachers from public elementary schools in the Baganga South District, Division of Davao Oriental, selected using Slovin's formula with a 95% confidence interval and a 5% margin of error, wherein the entire population was considered as respondents. The teachers involved had served at least three years in public schools. Teachers were currently employed in a public elementary school within Baganga South District, Division of Davao Oriental during the 2024-2025 school year and have at least one year of teaching experience. Teachers were excluded if they do not meet these requirements. Specifically, the study was exclude anyone not employed in a public elementary school in Baganga South District, Division of Davao Oriental during that period, those with less than a year of teaching experience, and those who were on temporary leave or under administrative review, as these situations might skew the representation of active teachers' experiences. Furthermore, school administrators and guidance counselors were also excluded because their primary duties involve supervision and student support, rather than direct classroom instruction.

## 2.3 Research Instrument

The researcher adopted standardized questionnaires downloaded from the internet. These questionnaires had already been used by authors in their research, making them valid instruments, as they had undergone pilot testing and content validity testing. However, using these questionnaires in this study necessitated modification and pilot testing to fit the study's needs. The statements were then submitted for internal validity and consistency testing using Cronbach's Alpha and were duly validated and approved. This means that both the workplace spirituality and moral responsibilities scales demonstrated excellent internal consistency and reliability, as indicated by their high Cronbach's alpha values of 0.710 and 0.825, respectively. Additionally, feedback from the pilot testing phase was incorporated to enhance clarity and ensure that the questionnaires effectively captured the intended constructs, ultimately contributing to the overall rigor and credibility of the research findings. However, it is important to note that the study utilized a cross-sectional design, which limits the ability to draw causal inferences. The findings reflect associations between variables rather than direct cause-and-

effect relationships, and future research employing longitudinal or experimental methods is recommended to strengthen causal interpretation.

This approach not only strengthened the instruments used but also underscored the researcher's commitment to producing high-quality data.

In answering the survey, a five-point Likert scale guided the respondents in their choices. This scale measured the respondents' degree of agreement to each item in the questionnaire: 5 for strongly agree, 4 for agree, 3 for moderately agree, 2 for disagree, and 1 for strongly disagree. In addition, a rating scale served as the basis for interpreting the data. Below was the scale for workplace spirituality of teachers, which included a range of means, descriptions, and interpretations

## 2.4 Data Gathering Procedure

The data for this study were gathered through a series of systematic and ethically guided procedures. The researcher first secured an endorsement from the Dean of the Graduate School of Rizal Memorial Colleges and obtained ethical clearance from the institution's Ethics Review Committee to ensure the protection of participants' rights and full compliance with research ethics. Subsequently, a formal request letter was submitted to the Office of the Schools Division Superintendent of Davao Oriental. Upon approval, the Division Office issued an endorsement letter addressed to the School Heads of public elementary schools within Manay District, authorizing the conduct of the study in their respective schools.

With all required permissions in place, the researcher conducted a pilot test of the survey instruments to assess their reliability and validity. During the pilot testing, participants were clearly informed about the purpose of the study and given detailed instructions on how to accomplish the questionnaire. Based on their feedback, the instruments were refined to improve clarity and ensure alignment with the study's objectives. The finalized survey questionnaires were then administered to 136 public elementary school teachers, selected through stratified sampling. After completion, the researcher personally collected the responses. The gathered data were then forwarded to a professional statistician for tallying, tabulation, and statistical analysis in
accordance with the study's research questions and objectives.

## 2.5 Data Analysis

To analyze the data collected and effectively address the research questions of this study, the following statistical tools were utilized:

Mean. This was used to determine the levels of informative expedient learning practices and professional ontogeny among public elementary school teachers. It provided an overall summary of the respondents' ratings across specific items and domains, revealing general trends in their teaching practices and professional development efforts.

Pearson Product-Moment Correlation Coefficient (Pearson r). This statistical tool was employed to examine the degree of relationship between informative expedient learning practices and the professional ontogeny of teachers. It enabled the researcher to assess whether a statistically significant linear correlation existed between these two variables.

Multiple Regression Analysis. This analysis was conducted to determine the extent to which specific domains of informative expedient learning practices significantly predicted the professional ontogeny of teachers. It helped identify which aspects of these instructional practices most strongly contributed to teachers' ongoing professional growth and development within the public elementary school setting.

# 3. RESULTS AND DISCUSSION

## 3.1 Level of Workplace Spirituality among Public Elementary School Teachers

Presented in Table 1 is the summary of the domains in the level of workplace spirituality among public elementary school teachers, including meaningful work, sense of community and belonging, alignment of personal and

organizational values, and compassion and service-oriented teaching, based on the mean scores and standard deviations.

The domains alignment of personal and organizational values and sense of community and belonging received the highest means of 4.50 and 4.31 respectively, both categorized as very high. Meanwhile, the domains meaningful work and compassion and service-oriented teaching obtained means of 4.02 and 4.03, respectively, both categorized as high. The overall mean of 4.22 is described as very high, indicating that teachers generally exhibit a strong level of workplace spirituality across these domains. The overall standard deviation of 0.32 suggests that responses were relatively consistent, with scores closely clustered around the mean.

This finding highlights the important role of workplace spirituality in fostering a positive and supportive work environment among public elementary school teachers. The very high levels in alignment of values and sense of community reflect teachers' deep connection to their personal beliefs and their school communities. Strengthening these dimensions may further enhance teachers' well-being and professional fulfillment, contributing to improved teaching effectiveness and student outcomes.

This finding is in line with the work of Aboobaker et al. (2020), who emphasized that workplace spirituality fosters a sense of meaning, connectedness, and alignment between personal and organizational values, which enhances employees' engagement and overall well-being. In the context of education, a very high level of workplace spirituality among teachers contributes to a supportive and purposeful work environment where educators feel valued and motivated. Similarly, Yousaf and Dogar (2025) argued that spirituality in the workplace promotes trust, collaboration, and ethical behavior, all of which are essential for building strong professional relationships and fostering a positive school culture.

<table><caption>Table 1. Level of workplace spirituality among public elementary school teachers</caption><thead><tr><td>Domains</td><td>SD</td><td>Mean</td><td>Descriptive Level</td></tr></thead><tbody><tr><td>Meaningful Work</td><td>0.44</td><td>4.02</td><td>High</td></tr><tr><td>Sense of Community and Belonging</td><td>0.40</td><td>4.31</td><td>Very High</td></tr><tr><td>Alignment of Personal and Organizational Values</td><td>0.40</td><td>4.50</td><td>Very High</td></tr><tr><td>Compassion and Service-Oriented Teaching</td><td>0.30</td><td>4.03</td><td>High</td></tr><tr><td>Overall</td><td>0.32</td><td>4.22</td><td>Very High</td></tr></tbody></table>
Moreover, Paul et al. (2020) highlighted that when teachers experience workplace spirituality, they are more likely to find deeper meaning in their roles, leading to greater job satisfaction, resilience, and commitment to student success. A spiritually oriented workplace can lead to innovative teaching practices as educators who feel connected and supported are more likely to share ideas, collaborate on projects, and experiment with new methods of instruction. When teachers openly support one another, a sense of camaraderie develops, which can help reduce stress and burnout, ultimately leading to better retention rates among educators.

## 3.2 Level of Moral Responsibilities among Public Elementary School Teachers

Presented in Table 2 is the summary of the domains in the level of moral responsibilities among public elementary school teachers, including creating a safe and inclusive learning environment, acting as a role model, providing fairness and equity, promoting social and emotional development, encouraging lifelong learning and critical thinking, and respecting student autonomy and dignity, based on the mean scores and standard deviations.

The domain creating a safe and inclusive learning environment received the highest mean of 4.21, categorized as very high. This is followed by providing fairness and equity with a mean of 4.14, and encouraging lifelong learning and critical thinking with a mean of 4.03, both categorized as high. The domains respecting student autonomy and dignity, promoting social and emotional development, and acting as a role model received means of 3.97, 3.96, and 3.92 respectively, all categorized as high. The overall mean of 4.04 is described as high, indicating that teachers consistently demonstrate a strong sense of moral responsibilities across these key domains. The overall standard deviation of 0.25 suggests that the responses were closely clustered around the mean, reflecting consistency in teachers' perceptions of their moral responsibilities.

This finding highlights that public elementary school teachers place great importance on creating inclusive, fair, and supportive learning environments while promoting lifelong learning and social-emotional growth. Although most domains are rated as high, the very high rating for creating a safe and inclusive learning

environment underscores its critical role in teacher moral responsibility. Sustaining and enhancing these domains is essential for fostering a positive and ethical educational climate that supports the holistic development of students.

This finding resonates with the work of Ramadhani et al. (2024), who emphasized that moral responsibilities are central to effective teaching, guiding educators in fostering ethical development and social responsibility among students. Teachers who uphold strong moral principles serve as vital role models, shaping students' character and behavior in positive ways. Likewise, Iloka (2025) argued that moral education within schools is essential for nurturing students' integrity, empathy, and civic values, which are foundational for their success both inside and outside the classroom. Furthermore, Okechukwu (2025) highlighted that teachers' commitment to moral responsibilities reinforces a just and respectful learning environment, promoting fairness and the holistic development of learners.

## 3.3 Significant Relationship Between Workplace Spirituality and the Moral Responsibilities of Public Elementary School Teachers

Presented in Table 3 is the correlation analysis between workplace spirituality and the moral responsibilities of public elementary school teachers.

The relationship between these two variables shows a correlation coefficient (R) of 0.589 with a p-value of 0.000, which is less than the 0.05 significance level. This indicates a moderate and statistically significant positive relationship between workplace spirituality and moral responsibilities. The R² value of 0.346 suggests that approximately 34.6% of the variation in moral responsibilities can be explained by workplace spirituality. Since the p-value is less than 0.05, the null hypothesis (Ho1) is rejected, supporting the claim that there is a significant relationship between workplace spirituality and moral responsibilities.

This finding suggests that teachers who exhibit a higher level of workplace spirituality are more likely to demonstrate strong moral responsibilities in their professional roles. The moderate positive relationship emphasizes the important connection between teachers' sense of meaning,
community, and values at work and their ethical commitment to creating a supportive and inclusive learning environment. Enhancing workplace spirituality may therefore contribute to fostering greater moral responsibility among teachers, which can improve the overall quality of education in public elementary schools.

This finding reflects the study of Yousaf and Dogar (2025), who emphasized the significant relationship between workplace spirituality and employees' ethical behaviors and sense of responsibility. Their research demonstrated that a spiritually enriched work environment fosters greater commitment to moral and ethical standards among professionals. Similarly, Adnan et al. (2020) highlighted that workplace spirituality enhances individuals' sense of purpose and connectedness, which translates into stronger moral responsibilities and ethical decision-making. Furthermore, Saran et al. (2023) noted that organizations promoting workplace spirituality tend to cultivate employees who are more conscientious, compassionate, and dedicated to upholding moral values.

## 3.4 Domains of Workplace Spirituality on the Moral Responsibilities of Public Elementary School Teachers

Presented in Table 4 is the regression analysis examining the significant influence of the domains of workplace spirituality—meaningful work, sense of community and belonging, alignment of personal and organizational values, and compassion and service-oriented teaching on the moral responsibilities of public elementary school teachers. The regression model shows

that three domains significantly influence moral responsibilities: sense of community and belonging, alignment of personal and organizational values, and compassion and service-oriented teaching. Meaningful work, however, does not demonstrate a significant influence.

Among the significant predictors, compassion and service-oriented teaching has the strongest positive effect on moral responsibilities (B = 0.769, Beta = 0.903, t = 32.102, p = 0.000), indicating that teachers who emphasize empathy and service in their teaching are more likely to exhibit strong moral responsibilities. Sense of community and belonging also positively influences moral responsibilities (B = 0.160, Beta = 0.255, t = 5.711, p = 0.000), suggesting that a supportive and connected professional community enhances teachers' ethical commitments. Interestingly, alignment of personal and organizational values shows a significant but negative influence (B = -0.106, Beta = -0.187, t = -4.236, p = 0.000), implying that greater alignment may be associated with a slight decrease in moral responsibility as measured in this context. The regression equation is as follows:

Moral Responsibilities = 0.675 + 0.160 (Sense of Community and Belonging) - 0.106 (Alignment of Personal and Organizational Values) + 0.769 (Compassion and Service-Oriented Teaching). The model explains 90.8% of the variance in moral responsibilities (R² = 0.908), with an overall F-value of 366.928 and a p-value of 0.000, indicating that the model is statistically significant.

<table><caption>Table 2. Level of moral responsibilities among public elementary school teachers</caption><thead><tr><th>Domains</th><th>SD</th><th>Mean</th><th>Descriptive Level</th></tr></thead><tbody><tr><td>Creating a Safe and Inclusive Learning Environment</td><td>0.33</td><td>4.21</td><td>Very High</td></tr><tr><td>Acting as a Role Model</td><td>0.25</td><td>3.92</td><td>High</td></tr><tr><td>Providing Fairness and Equity</td><td>0.27</td><td>4.14</td><td>High</td></tr><tr><td>Promoting Social and Emotional Development</td><td>0.28</td><td>3.96</td><td>High</td></tr><tr><td>Encouraging Lifelong Learning and Critical Thinking</td><td>0.32</td><td>4.03</td><td>High</td></tr><tr><td>Respecting Student Autonomy and Dignity</td><td>0.37</td><td>3.97</td><td>High</td></tr><tr><td><strong>Overall</strong></td><td><strong>0.25</strong></td><td><strong>4.04</strong></td><td><strong>High</strong></td></tr></tbody></table>

<table><caption>Table 3. Significant relationship between workplace spirituality and the moral responsibilities of public elementary school teachers</caption><thead><tr><th>Variables</th><th>Mean</th><th>SD</th><th>R</th><th>R<sup>2</sup></th><th>Degree of Relationship</th><th>p-value</th><th>Decision</th></tr></thead><tbody><tr><td>Workplace Spirituality</td><td>4.22</td><td>0.32</td><td></td><td></td><td></td><td></td><td></td></tr><tr><td>Moral Responsibilities</td><td>4.04</td><td>0.25</td><td></td><td></td><td>Moderate</td><td>0.000</td><td>Reject Ho1</td></tr></tbody></table>
<table><caption>Table 4. Domains of Workplace Spirituality on the Moral Responsibilities of Public Elementary School Teachers</caption><thead><tr><th>Domains</th><th>B</th><th>BE</th><th>Beta</th><th>t-stat</th><th>p-value</th><th>Decision</th></tr></thead><tbody><tr><td>Constant</td><td>0.675</td><td>0.098</td><td></td><td>6.889</td><td>0.000</td><td>Significant</td></tr><tr><td>Meaningful Work</td><td>0.012</td><td>0.020</td><td>0.021</td><td>0.599</td><td>0.550</td><td>Not Significant</td></tr><tr><td>Sense of Community and Belonging</td><td>0.160</td><td>0.028</td><td>0.255</td><td>5.711</td><td>0.000</td><td>Significant</td></tr><tr><td>Alignment of Personal and Organizational Values</td><td>-0.106</td><td>0.025</td><td>-0.187</td><td>-4.236</td><td>0.000</td><td>Significant</td></tr><tr><td>Compassion and Service-Oriented Teaching</td><td>0.769</td><td>0.024</td><td>0.903</td><td>32.102</td><td>0.000</td><td>Significant</td></tr><tr><td colspan="7"><strong>Regression Model</strong></td></tr><tr><td colspan="7">Moral Responsibilities=0.675 + 0.160 (Sense of Community and Belonging) + -0.106 (Alignment of Personal and Organizational Values) + 0.769 (Compassion and Service-Oriented Teaching) R=0.911, R²=0.908; F=366.928; p-value=0.000</td></tr></tbody></table>

These findings highlight that compassion and service-oriented teaching and a sense of community significantly enhance teachers' moral responsibilities. The negative influence of value alignment suggests a complex relationship that warrants further investigation. Overall, strengthening workplace spirituality, particularly fostering compassion and community, can effectively promote moral responsibilities among public elementary school teachers.

This finding is consistent with the research of Ali and Kashif (2020), who highlighted the significant influence of workplace spirituality dimensions on employees' ethical behavior and moral responsibilities. Their study demonstrated that aspects such as a strong sense of community and compassion within the workplace significantly enhance employees' commitment to moral and ethical standards. Similarly, Emirza (2022) emphasized that fostering a sense of belonging and compassionate service in organizations promotes deeper moral engagement and accountability among staff. Furthermore, Cai et al. (2024) found that alignment of personal and organizational values plays a complex role, sometimes negatively influencing moral responsibilities if misaligned, underscoring the importance of congruence in values for ethical behavior.

The results in Table 4 affirm the relevance of workplace spirituality theories in understanding teachers' moral responsibilities. Significant predictors, Sense of Community, Compassion and Service-Oriented Teaching, and Alignment of Values, reflect key elements of Ashmos and Duchon's (2000) theory, emphasizing community and value congruence. The strong influence of compassion supports Greenleaf's Servant

Leadership and Fry's (2003) Spiritual Leadership Theory, both highlighting ethical service and empathy. Though Meaningful Work was not significant, the findings still align with Huda and Salem (2022) Logotherapy, showing that purpose and spiritual fulfillment enhance moral conduct. Overall, the data support the idea that workplace spirituality strengthens teachers' ethical responsibilities.

## 4. CONCLUSIONS

Based on the findings of the study, the following conclusions were formulated:

Firstly, the level of workplace spirituality among public elementary school teachers was always observed. This indicates that teachers consistently find significant purpose and fulfillment in their roles, which likely contributes to their motivation and professional commitment. The strong sense of community and belonging reflects an environment where teachers feel supported and connected, fostering collaboration and shared goals. Furthermore, the alignment of personal and organizational values suggests that many teachers perceive their personal beliefs as resonant with the mission of their schools, enhancing their engagement. The strong level of compassion and service-oriented teaching reveals a dedication to nurturing students not just academically but also emotionally and socially, which is crucial for holistic education.

Secondly, the level of moral responsibilities among teachers was oftentimes observed. This reflects teachers' frequent and active commitment to ethical practices and student-centered approaches in their daily work. The emphasis on safety and inclusivity suggests that
teachers prioritize creating environments where all students feel valued and protected, which is foundational for effective learning. Their role modeling behavior demonstrates an awareness of their influence beyond academic instruction, impacting students' character development. The focus on fairness, equity, and respect highlights teachers' efforts to treat students justly and honor their individuality, which can foster trust and positive classroom dynamics. Promoting social and emotional growth as well as lifelong learning shows teachers' understanding of education as a comprehensive process that prepares students for future challenges.

Thirdly, a significant positive relationship exists between workplace spirituality and the moral responsibilities of public elementary school teachers, suggesting that teachers who experience a higher sense of spirituality in the workplace are more likely to demonstrate strong moral responsibilities. This implies that workplace spirituality may serve as a motivating and sustaining factor for ethical conduct and professional dedication, reinforcing the moral fabric of teaching practice. When teachers feel connected to a deeper sense of purpose and community, they may be more inclined to uphold moral principles and invest in their students' well-being and development.

Finally, among the domains of workplace spirituality, sense of community and belonging, alignment of personal and organizational values, and compassion and service-oriented teaching significantly influence teachers' moral responsibilities. Compassion and service-oriented teaching emerged as the strongest positive influence, while alignment of personal and organizational values had a significant but negative effect. Meaningful work, however, was found to have no significant influence on moral responsibilities. These findings highlight the critical role of relational and service dimensions in motivating teachers to act morally and responsibly. The strong impact of compassion and service-oriented teaching suggests that when teachers prioritize care and service, they naturally embody moral responsibilities in their practice. The significant but negative influence of alignment of values may indicate complex dynamics, such as possible misalignments or challenges in organizational culture that need further exploration. The lack of significant influence from meaningful work suggests that feeling purposeful alone may not be sufficient to

predict moral behavior without supportive community and compassionate engagement.

## 5. RECOMMENDATIONS

Based on the findings and conclusions of this study, the following recommendations are proposed:

Firstly, considering that teachers demonstrated a very high level of workplace spirituality, school administrators are encouraged to foster an environment that strengthens these aspects. This may include initiatives such as team-building activities, peer support groups, and programs that emphasize shared values and collective goals. Administrators could also promote service-oriented projects and community engagement to further deepen teachers' connection to their work and colleagues. Teachers are encouraged to actively participate in these initiatives and cultivate their own sense of purpose and compassion in the workplace to enhance their professional fulfillment and resilience.

Secondly, since moral responsibilities among teachers were observed to be high, school leaders may continue to support and develop ethical frameworks and professional standards that reinforce these responsibilities. Providing ongoing training and workshops on inclusive practices, equity, and student-centered approaches can enhance teachers' capacity to meet their moral obligations effectively. Additionally, fostering a culture of reflection and ethical dialogue among staff can encourage continuous growth in moral responsibility. Teachers are urged to model these values consistently and advocate for students' rights and dignity in all aspects of schooling.

Thirdly, given the significant relationship between workplace spirituality and moral responsibilities, it is recommended that schools integrate spirituality-based components into professional development programs. Workshops or seminars that explore the role of compassion, community, and personal values in teaching can help teachers connect their inner motivations with their professional roles. School leaders may consider creating mentorship systems where experienced educators who exemplify high moral responsibility can guide and inspire others. Teachers may also be encouraged to engage in self-reflection and seek alignment between their
personal and professional values to sustain
ethical practices.

Finally, since the domains of workplace
spirituality, especially sense of community and
belonging, and compassion and service-oriented
teaching—significantly influence moral
responsibilities, school policies may prioritize
creating a supportive and caring school culture.
Investments in social-emotional learning, teacher
wellness programs, and collaborative decision-
making can strengthen these domains and
indirectly enhance teachers’ moral conduct.
Teachers can take active roles in cultivating a
positive school climate by fostering inclusivity,
empathy, and respect within their classrooms
and among colleagues. Future research could
examine how specific spirituality-building
interventions impact teacher performance and
student outcomes, providing deeper insights into
holistic educational development.

ETHICAL APPROVAL AND CONSENT

The conduct of this study strictly adhered to
recognized ethical standards to ensure the
protection, dignity, and well-being of all
participants. Before initiating data collection, the
researcher obtained the necessary approvals,
including an endorsement from the Dean of the
Graduate School of Rizal Memorial Colleges and
ethical clearance from the institution's Ethics
Review Committee. The ethical procedures
followed were grounded in the framework of
Pregoner et al. (2025), ensuring compliance with
current protocols for research involving human
participants in educational settings. Participation
was entirely voluntary, and all respondents were
fully informed of the study's purpose, scope, and
their right to refuse or withdraw at any point
without penalty. Informed consent was secured
to confirm participants' understanding and
willingness to take part in the research. To
preserve confidentiality, no personally identifiable
information was gathered, and all responses
were handled with strict confidentiality. The data
collected were used solely for academic
purposes. These protocols guaranteed that the
study was conducted with transparency, ethical
integrity, and full professional accountability.

DISCLAIMER (ARTIFICIAL INTELLIGENCE)

The author(s) hereby declare that generative AI
technologies have been used during the writing

and editing of this manuscript. The details of the
AI usage are as follows:

1. Grammarly: Used for grammar and spellchecking, as well as suggestions for improving sentence structure and overall clarity.

2. Quillbot: Employed for paraphrasing and refining sentence flow to enhance readability and coherence.

COMPETING INTERESTS

Authors have declared that no competing
interests exist.

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