The Relationship Between Teachers' Sustainable Education Dispositions and Their Perceptions of National Social Responsibility
Abstract
The concept of sustainability, which was first introduced in 1987, has gained significant traction in the field of education. In recent years, the relationship between sustainability and education has been a focal point of research, with the prevailing view being that sustainability will become more operational through education. In this context, the relationship between teachers' levels of sustainable education tendency and their perceptions of national social responsibility has gained significance. The present study was conceptualized with the assumption that sustainable education tendency, which is inherently associated with the concept of social responsibility, is also related to national social responsibility perceptions. The present study aims to elucidate the relationship between teachers' sustainable education disposition levels and their perceptions of social responsibility. The study population consists of teachers working in the provinces of Ankara, Kayseri, and Sivas. The final sample size comprised 605 teachers. The study employed the relational survey model, a quantitative research method, to collect data. The collection of research data was facilitated by the Sustainable Education Tendencies Scale and the Global Social Responsibility Scale. The subsequent analysis employed a series of statistical tests, including the Mann-Whitney U test, the Kruskal-Wallis H test, and formal evaluation tests, to ascertain the existence of a significant relationship between teachers' sustainability tendencies and their perceptions of social responsibility, contingent upon specific variables.
Keywords
Sustainability , Sustainable Education , Social Responsibility , Teacher Perceptions
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