The Interrelationship of Social Responsibility, Professional Competence, Ethical Standards, and Entrepreneurship Among Elementary School Teachers
Subject Areas : Educational Management
Faranak Mosavi
1
,
Norkhoda Veisi Dehkabodi
2
1 - Associate Professor, Department of Educational Management, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
2 - Master of Science, Department of Educational Management, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
Keywords: Social Responsibility, Professional Competence, Ethical Standards, Entrepreneurship,
Abstract :
Introduction: The aim of the present study was to investigate the relationship between social responsibility, professional competence, and ethical standards with the level of entrepreneurship among elementary school teachers in Kermanshah.
Methodology: This descriptive research utilized a correlational design. The statistical population consisted of approximately 283 elementary school teachers in the city, with the sample including 120 teachers selected through random sampling based on Morgan's formula. The instruments used in this study included Harrison Gaff's (1999) Social Responsibility Questionnaire, Etracht's (2002) Professional Competence Questionnaire, Rabiner's (2000) Ethical Standards Questionnaire, and the Entrepreneurial Behavior Questionnaire by Mogimi (1390).
Findings: The findings were analyzed using Pearson correlation coefficient and multiple regression methods. Results indicated a significant positive relationship between social responsibility and the level of entrepreneurship among teachers. Additionally, significant positive relationships were found between professional competence and the level of entrepreneurship, as well as between ethical standards and entrepreneurship. Furthermore, the variables of social responsibility, professional competence, and ethical standards were identified as predictors of teachers' entrepreneurship in that order.
Conclusion: Based on the findings of this study, it is essential to design educational programs focused on social responsibility for teachers. These programs should include workshops and continuous training that enhance teachers' professional and entrepreneurial skills. Moreover, creating collaborative environments between teachers and entrepreneurs can foster effective interactions and leverage practical experiences. The use of innovative teaching methods, such as simulation, will strengthen teachers' confidence and practical skills. Finally, continuous evaluation of these programs' impacts and the development of practical guides for entrepreneurship in education can lead to improved educational quality and positive outcomes within the educational community.
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