Social Responsibility of Comprehensive Schools: Teachers’ Point of View

Abstract

The essential mission of educational organizations is to provide education services to educate the young generation. Thus, social responsibility of an educational organization is addresses not only separate persons but also is one of organization's duties to provide services for the society (Toremen, 2011). As social responsibility of school manifests in social responsibility of organization's members, it is possible to analyze it referring to the theory of planned behaviour (Ajzen, 1991, 2011, 2014). The school community, particularly teachers as one of the CSR stakeholders, has not attracted sufficient attention as a research subject. However, teachers' involvement is one of the criteria for predicting a successful educational process. Therefore, the article addresses the following research question: how does social responsibility of a comprehensive school as educational organization manifest in teachers' intentions? The research aim is to reveal the features of social responsibility at a comprehensive school considering the teachers' viewpoint. The research methods are content analysis of teachers' interview data. Having described the model of social responsibility realization at a comprehensive school referring to the theory of planned behaviour (Ajzen, 1991, 2011, 2014), the features of social responsibility at a comprehensive school X from teachers' point of view are revealed.

The well‐being equation: How inner fulfilment drives the impact of older persons on the Ghanaian society

“…In the field of gerontology, the SRT has been applied in a variety of ways to address the needs and contributions of older persons. These include education (Augustiniene et al., 2015; Dartey‐Baah & Amponsah‐Tawiah, 2011; Garriga & Melé, 2004), elder care services (Fineman, 2012; Lindgreen et al., 2011), age‐friendly communities (Golant, 2016; Greenfield et al., 2022; Winterton, 2016), intergenerational programmes (Ajai, 2012; Billy et al., 2016; Dam, 2011) and promotion of volunteerism (Abjam et al., 2023; Cheung et al., 2015; Cosenza et al., 2018).…”

Teachers’ Degree of Practicing Social Responsibility at Imam Abdulrahman Bin Faisal University, Saudi Arabia

“…According to the ISO (2010), social responsibility is defined as an organization's responsibility for the impact of its decisions and performance on society and the environment through transparent and ethical behavior, which is consistent with sustainable development and the welfare of society, takes into account the expectations of founders, complies with applicable laws and international standards, and is integrated throughout the entire organization. Similarly, Augustinienė et al (2015) defined social responsibility as the voluntary obligation of community members to hold society and the environment accountable for their performance and the impact of their solutions; it encompasses all moral standards, democratic and sustainable development value systems, ethical and transparent behavior manifested in voluntary active participation, selfeducation in socially responsible behavior, and the obligation to consider stakeholders' needs, to comply with applicable laws and international standards.…”

“…However, many universities did not meet these standards. Augustinienė et al (2015) presented a comprehensive process of social responsibility in academic institutions. They said that social responsibility is made up of three parts, namely, the school context, society, and the environment in which school staff, teachers, students, and their parents work together.…”

Responsibility as the Result of Life Experience through the Adult Learners’ Eyes

“…Responsibility used in the social sense is referred to teacher perspective as well (Augustiniene, Jociene, & Minkute-Henrickson, 2015). Presented model of social responsibility dedicated for pupils of comprehensive school contains three components.…”