Sociological Explanation of the Drivers of Teachers' Social Responsibility: A Network Analysis of Professional Socialization, Work Ethics, and Job Performance

Authors

1 Associate Professor, Department of Sociology, Payame Noor University, Tehran, Iran

2 Assistant Professor, Department of Economics, Payame Noor University, Iran

10.22034/jeds.2026.71915.1935

Abstract

Introduction: This study aims to provide a sociological explanation of the intra-organizational factors affecting teachers' social responsibility. In this framework, job performance is analyzed as the objective behavioral manifestation of social responsibility in the educational setting. Consequently, the structural relationships among professional socialization, work ethics, and job performance are also modeled.
Methodology: The study employed a descriptive survey design. The statistical population comprised all teachers and staff of secondary schools in Yazd city. Based on Cochran's formula, a sample of 300 respondents was selected through random sampling. Data were collected using a five point Likert questionnaire. The reliability of the instrument was confirmed with Cronbach's alpha (0.936). Data analysis was conducted using multiple regression, followed by DEMATEL, Analytic Network Process (ANP), Random Forest, K Means clustering, and Particle Swarm Optimization (PSO) in Python to examine network relationships and non linear patterns. The validity of the machine learning models was verified using the Minimum Mean Squared Error (MSE) criterion.
Results: The findings revealed that professional socialization is the strongest predictor of teachers' job performance. ANP results showed that items related to socialization norms and work ethics received the highest global weights within the variable network. Random Forest analysis confirmed the high importance of work ethics and socialization norms in predicting performance. Furthermore, the metaheuristic optimization (PSO) with minimal prediction error demonstrated that professional socialization holds the greatest weight in the predictive model.
Conclusions: The findings indicate that teachers' social responsibility is shaped more by the internalization of professional norms, organizational socialization, and the institutionalization of work ethics within the school environment than merely by legal obligations. Therefore, managerial policies in the education system should focus on strengthening organizational culture, developing professional norms, and enhancing social capital in schools.

Keywords

Main Subjects

References

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