A New Pattern for Promoting Responsibility of Elementary Teachers

Subject Areas : Instructional Excellence of management

Elham Badi ¹ , Seyed Mohammadbagher Jafari ^{2 *} , Syfollah Fazlollahi Ghomshi ³

1 - Ph.D. student, Department of Educational administration, Qom Branch, Islamic Azad University, Qom, Iran.
2 - Associate Professor, Department of Management and Accounting, Farabi College, University of Tehran, Iran.
3 - Associate Professor, Department of Educational administration, Qom Branch, Islamic Azad University, Qom, Iran.

Received: 2025-01-02 Accepted : 2025-07-27 Published : 2025-06-20

Keywords: Keywords: Social responsibility, qualitative Pattern, elementary teachers, theme analysis,

Abstract :

 

Introduction: Educational institutions are key tools for achieving and promoting sustainable human development. One of the most important goals of the education system is the development of social skills, including social responsibility. Responsibility is a process that an individual must learn from the earliest years of childhood to deal responsibly with the numerous tasks they face in life, and as an ethical dimension, it is a reflection of the bond created between society and the organization. By modeling ethical behavior, integrating social responsibility into their educational practices, and actively interacting with society, teachers can cultivate a generation of socially aware and committed citizens. The concept of social responsibility among elementary school teachers is a vital component of a comprehensive and holistic educational approach. By integrating social responsibility into their educational practices and actively interacting with society, teachers can cultivate a generation of socially aware and committed citizens. Despite the importance of teachers' social responsibility, the lack of research studies in this field in the country's education system is quite noticeable. This study was conducted with the aim of providing a Pattern for promoting social responsibility among elementary school teachers.

Materials and Methods: The mixed exploratory method was used as a research strategy. In the mixed research method, the researcher uses qualitative and quantitative research methods to gain a better understanding of the phenomena; the goal of mixed research is to obtain more evidence to understand the phenomena. The researcher designed the interview questions in the form of a semi-structured interview using research literature and consulting with supervisors and advisors. The interview form had an introduction to explain the topic and define terms and had 13 questions. Sampling in the qualitative section was carried out based on the snowball model. Data were collected through semi-structured interviews and theoretical saturation was reached. The interviews continued until it was felt that the answers provided were similar to the previous answers and did not add anything to it. The statistical population of this study consisted of 12 specialists and experts. In the qualitative section, the data obtained were coded using the content analysis method of Brown and Clark (2006). Content analysis is a method used to identify, analyze, and report patterns in qualitative data. A questionnaire was developed to collect the data needed to evaluate the qualitative part of the study. In developing this questionnaire, an attempt was made to use the interpretations and terms obtained from the quotes and to formulate all questions based on the codes extracted from the interviews. To increase the verifiability of the data, member control and peer review methods were used, which are among the methods and criteria for validating qualitative research. Results and Findings: The first stage in the content analysis method of Brown and Clark (2006) has three main steps. The main steps in this stage include familiarizing yourself with the data, creating initial codes and coding, and searching for and identifying themes. It is important that the researcher immerses himself in the data in such a way that he becomes fully familiar with the depth and richness of their content. It is in this step that good ideas about coding and patterns are formed. In the first step, the researcher prepared semi-structured interviews with the participants in the form of text and, while converting the audio to text, reviewed the interview data in full once. At the same time, he extracted and studied all the interview questions separately for all the participants. In this way, he was fully involved in collecting and compiling the data from the interviews. The second step began after studying the data and preparing an initial list of ideas in the data and their interesting points. Therefore, this step requires creating initial codes from the data. In this step, codes were used to divide the text data into understandable and usable parts such as paragraphs, phrases, words or other criteria required for a specific analysis. The codes in the coding framework should have a clearly defined boundary so that they are not changeable or repetitive. The codes were limited to the research domain and were chosen clearly on the topic to avoid coding every sentence of the original text. The initial semantic codes obtained were eliminated and adjusted based on the same meaning, and finally 346 secondary codes were entered into the analysis process.

After all the data was initially coded and collected, a long list of different codes in the data set was identified and in this step, the different codes were arranged in the form of themes. In this step, the codes are analyzed and attention is paid to how the different codes are combined and integrated to form the basic theme. In the fourth step, a set of themes was refined. The identified themes are the main source of forming the theme networks. In this step, the theme networks were drawn, examined and analyzed. After creating the theme networks, the researcher referred to the original text again and interpreted it with the help of these networks. In the sixth step, a complete set of final themes was provided. In this step, the analysis and compilation of the final research report was carried out. In the last step, the inferences from all networks, along with their related theories, were used to briefly explain the salient themes, concepts, patterns, and structures obtained from the text. The results of the content analysis showed that the dimensions of teachers' social responsibility include 9 dimensions; interactive, occupational, community-oriented, ethical, educational, religious, educational, cultural, and health-oriented responsibility.

Conclusion: This study shows that the dimensions of teachers' social responsibility include interactive, occupational, community-oriented, ethical, educational, religious, educational, cultural, and health-oriented responsibility. A model for promoting social responsibility of primary school teachers is not It not only helps to strengthen social skills and moral values in students, but also is effective in improving the educational environment and creating a healthier society, and emphasizes that social responsibility is a key element in teacher education that can provide the necessary platforms for shaping future citizens and maintaining social identity. The quality and improvement of education is related to the real promotion of social responsibility. Using this model, it is possible to create suitable grounds for transformation in the education system. The results of this study can convince social policymakers to include social responsibility as an important part of the content of teacher education in the curriculum of Farhangian University and teacher training universities, and encourage educational leaders to provide the basis for the effective implementation of social responsibility in the classroom through the professional development of teachers.