Social Responsibility of Comprehensive Schools: Teachers’ Point of View
DOI:
https://doi.org/10.5755/j01.ss.87.1.12315Keywords:
comprehensive school, social responsibility, theory of planned behaviour.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.
