Altruism (also known as selflessness) is considered a behavior that is voluntarily carried out, can be beneficial to at least one other person, and is not motivated by an immediate expectation of reward. It involves acting without self-interest for the benefit or reward of the person who gains from the process or event. It can be said that altruistic actions hold an important place in the development of society and within the context of universal moral principles. This study aims to examine teachers' perspectives on the value of altruism (selflessness) from their point of view. The research was conducted using the qualitative research method of phenomenology. The study group consists of 31 teachers. Data were collected through semi-structured interview forms. The content analysis method was used to analyze the data obtained. According to the research results, teachers perceive altruism as doing good without expecting anything in return, helping without seeking personal gain, unconditional sacrifice, and thinking of others. Teachers believe that altruistic (selfless) individuals possess qualities such as empathy, self-sacrifice, consideration for the well-being of others, helpfulness, humility, generosity, unselfishness, understanding, goodwill, humanism, a sense of responsibility, compassion, patience, valuing moral principles, a strong sense of justice, sensitivity to the problems of others and society, and tolerance. According to teachers, altruism allows individuals to feel more meaningful and is important as it sets an example for society. They also believe that being altruistic contributes to strengthening relationships, emotional and spiritual development, social solidarity, inner peace, spiritual satisfaction, building trust-based relationships, improving mental health, and providing moral ease. It was concluded that being altruistic in educational settings can be achieved through responsibility, dignity, respect for others, self-sacrifice, cooperation, empathy, and serving as a role model.