SELF-TALK AND TEACHER WELLBEING: ADDRESSING BURNOUT AND MORAL DISENGAGEMENT IN AFIKPO LOCAL GOVERNMENT AREA, EBONYI STATE, NIGERIA

Teacher burnout and moral disengagement remain critical challenges in Nigeria’s education system, particularly in Afikpo Local Government Area of Ebonyi State. These issues undermine teacher wellbeing and erode trust in the profession, with negative consequences for classroom effectiveness and student outcomes. Recognising the importance of psychological resilience, this study examines self-talk as a cognitive and social-psychological mechanism that can strengthen teacher wellbeing and reduce disengagement. By fostering a positive mindset, self-talk enables teachers to reframe stressful experiences, sustain professional values, and maintain ethical commitment in their practice. Using purposive sampling, 150 teachers from five secondary schools participated in a cross-sectional survey measuring self-talk, burnout, and moral disengagement. Regression analysis was employed to explore the relationships among these variables. Findings reveal that self-talk is significantly associated with reduced burnout and lower levels of moral disengagement, highlighting its potential as a practical intervention for teacher education and professional development. The study recommends integrating self-talk strategies into teacher training curricula and promoting supportive school cultures that prioritize mental health and wellbeing. Such measures can enhance teacher resilience, improve retention, and strengthen the overall quality of education in Afikpo and beyond.