SOCIAL RESPONSIBILITY IN THE SYSTEM OF SUPER-INDIVIDUAL VALUES OF A TEACHER
УДК 159.9.072
Abstract
Introduction: The relevance of this article stems from the role of social responsibility in the professional work of teachers. The goal is to explore social responsibility as a key teacher competency and identify the risks of distorting socially responsible behavior. The objectives focus on identifying risks of social responsibility associated not with a symptom complex of social responsibility traits, but rather with conflicts between prosocial, fundamental, and cultural values, as well as supra-individual values. Materials and Methods: This article presents the experience of municipal monitoring of teachers' social responsibility as a personality trait and value. A modern arsenal of methods for diagnosing and assessing social responsibility parameters at the pro-individual and supra-individual levels is used. A statistical analysis is conducted of differences in the symptom complex of traits and the structure of values associated with teachers' social responsibility in higher, general, and secondary vocational education. A visualization of the statistical differences is provided. Results: It is shown that the risks of social responsibility in teaching are associated not with a deficit in prosocial traits, but with a conflict in the structure of relationships between supra-individual personal values. A comparative analysis of the results of monitoring teachers in higher, secondary, and vocational schools is presented. Contradictions in the system of teachers' supra-individual values and their connection to the symptom complex of social responsibility traits and the regulatory functions of socially responsible behavior are demonstrated. Conclusions: The monitoring data demonstrates a reliable level of social responsibility among teachers, regardless of the type of educational institution. The results reveal the value-semantic potential and risks of social responsibility among teachers at universities, secondary schools, and secondary schools. The study demonstrates the potential for integrating cultural-historical, personal, and activity-based approaches to the study of supra-individual values.
Downloads
References
Александрова Г. Г. Социальная ответственность личности в контексте ее профессиональной деятельности // Образование и саморазвитие. 2015. № 3(45). С. 104–109.
Арестова О. Н., Докучева А. Г., Митина О. В. Соотношение эксплицитного и имплицитного уровней презентации ценностей: кросс-культурный аспект // Вестник Московского университета. Серия 14. Психология. 2022. № 3. С. 145–168.
Величко Ю. А., Каширский Д. В. Внутренние противоречия в системе ценностей как предпосылки эмоционального неблагополучия личности // Высшее образование сегодня. 2024. № 5. С. 74–79.
Каширский Д. В. Смысловые образования в структуре личности современного педагога // Создание мотивирующей образовательной среды. Орехово-Зуево : ГТТУ, 2019. С. 183–197.
Каширский Д. В., Философова А. А. Верность собственным ценностям как основа cамоуважения: эмпирическая проверка на феномене «измены себе» // Ученые записки Российского государственного социального университета. 2025. Т. 24. № 3(176). С. 25–33.
Кошик А. В. Современные подходы к социальной ответственности в высшей школе // Вестник ПНИПУ. Проблемы языкознания и педагогики. 2019. № 1. С. 3–25.
Леонтьев Д. А. Феномен ответственности: между недержанием и гиперконтролем // Экзистенциальное измерение в консультировании и психотерапии. Т. 2. Бирштонас; Вильнюс : ВЕАЭТ, 2005. С. 7–22.
Леонтьев Д. А. От социальных ценностей к личностным: социогенез и феноменология ценностной регуляции деятельности // Вестник Московского университета. Сер. 14, Психология. 1997. № 1. С. 20–27.
Панарин И. А. Психология социальной ответственности: теория, методология, практика. Барнаул : Азбука, 2009. 362 с.
Понятийный аппарат педагогики и образования / Под ред. М.А. Галагузовой, В.М. Полонского. Екатеринбург : [б.и.], 2019. С. 36–47.
Саенко Л. А., Зритнева Е. И. Методологические подходы к изучению феномена социальной ответственности личности // Историческая и социально-образовательная мысль. 2016. № 5(2). С. 141–145.
Шварц Ш., Бутенко Т. П., Седова Д. С., Липатова А. С. Уточненная теория базовых индивидуальных ценностей: применение в России // Психология. Журнал Высшей школы экономики. 2012. Т. 9. № 1. C. 43–70.
Augustiniene A. Social Responsibility of Comprehensive Schools: Teachers’ Point of View // Social Sciences. 2015 Vol. 1. No. 87. P. 74 –88. https://doi.org/10.5755/J01.SS.87.1.12315
Burgos J., & Carnero M. C. Assessment of social responsibility in education in secondary schools. Sustainability. 2020. Vol. 2. No. 12. P. 48–49. https://doi. org/10.3390/su12124849
Coelho G., Hanel P., Johansen M., & Maio G. Mental Representations of Values and Behaviors. European Journal of Personality. 2021. Vol. 1. No. 16. P. 3–17. https://doi. org/10.1177/08902070211034385
Lauermann F. V. Teacher Responsibility: Its Meaning, Measure, and Educational Implications. Jerusalem : Hebrew University of Jerusalem, 2013. 177 p.
Ouragini I., Ben Hassine Louzir A. University social responsibility and sustainable development: illustration of adapted practices by two Tunisian Universities // Social Responsibility Journal. 2024. Vol. 20. No. 6. P. 1177-1192.
Planken B. Definitions of social responsibility. In S. O. Idowu, N. Capaldi, L. Zu, & A. Das Gupta (Eds.). Encyclopedia of Corporate Social Responsibility. Berlin, Heidelberg: Springer, 2013. pp. 768–772. https://doi. org/10.1007/978-3-642-28036-8_476
References
Aleksandrova G.G. Social'naya otvetstvennost' lichnosti v kontekste eyo professional'noj deyatel'nosti [Social responsibility of an individual in the context of her professional activity]. Obrazovanie i samorazvitie [Education and self-development]. 2015, no. 3(45), pp. 104–109. (In Russ.).
Arestova O.N., Dokucheva A.G., Mitina O.V. Sootnoshenie eksplicitnogo i implicitnogo urovnej prezentacii cennostej: kross-kul'turnyj aspekt [The relationship between explicit and implicit levels of value presentation: a cross-cultural perspective]. Vestnik Moskovskogo universiteta [Moscow University Bulletin]. Seriya 14. Psihologiya. 2022, no. 3, pp. 145–168. (In Russ.).
Velichko YU.A., Kashirskij D.V. Vnutrennie protivorechiya v sisteme cennostej kak predposylki emocional'nogo neblagopoluchiya lichnosti [Internal contradictions in the value system as prerequisites for emotional distress of the individual]. Vysshee obrazovanie segodnya [Higher Education Today]. 2024, no. 5, pp. 74–79. (In Russ.).
Kashirskij D.V. Smyslovye obrazovaniya v strukture lichnosti sovremennogo pedagoga [Semantic Formations in the Personality Structure of the Modern Teacher]. Sozdanie motiviruyushchej obrazovatel'noj sredy. Orekhovo-Zuevo: GTTU, 2019. pp. 183-197. (In Russ.).
Kashirskij D.V., Filosofova A.A. Vernost' sobstvennym cennostyam kak osnova samouvazheniya: empiricheskaya proverka na fenomene "izmeny sebe" [Loyalty to one's own values as the basis for self-respect: An empirical test on the phenomenon of "self-betrayal"]. Uchenye zapiski Rossijskogo gosudarstvennogo social'nogo universiteta [Russian State Social University Research Notes ]. 2025, vol. 24, no. 3(176), pp. 25–33. (In Russ.).
Koshik A.V. Sovremennye podhody k social'noj otvetstvennosti v vysshej shkole [Modern approaches to social responsibility in higher education]. Vestnik PNIPU. Problemy yazykoznaniya i pedagogiki [PNRPU Bulletin: Problems of Linguistics and Pedagogy]. 2019, no. 1, pp. 3–25. (In Russ.).
Leont'ev D.A. Fenomen otvetstvennosti: mezhdu nederzhaniem i giperkontrolem [The Phenomenon of Responsibility: Between Incontinence and Hypercontrol]. Ekzistencial'noe izmerenie v konsul'tirovanii i psihoterapii [The Existential Dimension in Counseling and Psychotherapy ]. 2005, vol. 2. Birshtonas; Vil'nyus: VEAET, pp. 7–22. (In Russ.).
Leont'ev D.A. Ot social'nyh cennostej k lichnostnym: sociogenez i fenomenologiya cennostnoj regulyacii deyatel'nosti [From social values to personal ones: sociogenesis and phenomenology of value regulation of activity]. Vestnik Moskovskogo universiteta [Moscow University Bulletin]. Ser.14, Psihologiya. 1997, no. 1, pp. 20–27. (In Russ.).
Panarin I.A. Psihologiya social'noj otvetstvennosti: teoriya, metodologiya, praktika: monografiya. [Psychology of social responsibility: theory, methodology, practice: monograph] Barnaul: Azbuka, 2009. 362 p. (In Russ.).
Ponyatijnyj apparat pedagogiki i obrazovaniya [Conceptual apparatus of pedagogy and education ], pod red. M.A. Galaguzovoj, V.M. Polonskogo. Ekaterinburg: [b. i.], 2019, pp. 36–47. (In Russ.).
Saenko L.A., Zritneva E.I. Metodologicheskie podhody k izucheniyu fenomena social'noj otvetstvennosti lichnosti [Methodological approaches to the study of the phenomenon of individual social responsibility]. Istoricheskaya i social'no-obrazovatel'naya mysl' [Historical and Social-Educational Thought]. 2016, no. 5(2), pp. 141–145. (In Russ.).
SHvarc SH., Butenko T.P., Sedova D.S., Lipatova A.S. Utochnennaya teoriya bazovyh individual'nyh cennostej: primenenie v Rossii [A refined theory of basic individual values: application in Russia]. Psihologiya. ZHurnal Vysshej shkoly ekonomiki [Psychology. Journal of the Higher School of Economics ]. 2012, vol. 9, no. 1, pp. 43–70. (In Russ.).
Augustiniene A. Social Responsibility of Comprehensive Schools: Teachers’ Point of View. Social Sciences. 2015, vol. 1, no. 87, pp. 74–88 https://doi.org/10.5755/J01.SS.87.1.12315
Burgos J., & Carnero M.C. Assessment of social responsibility in education in secondary schools. Sustainability. 2020, vol. 2, no. 12, pp. 48–49. https://doi. org/10.3390/su12124849
Coelho G., Hanel P., Johansen M. & Maio G. Mental Representations of Values and Behaviors. European Journal of Personality. 2021, vol. 1. no. 16, pp. 3–17. https://doi. org/10.1177/08902070211034385
Lauermann F.V. Teacher Responsibility: Its Meaning, Measure, and Educational Implications. Jerusalem: Hebrew University of Jerusalem, 2013. 177 p.
Ouragini I., Ben Hassine Louzir A. University social responsibility and sustainable development: illustration of adapted practices by two Tunisian Universities. Social Responsibility Journal. 2024, vol. 20, no. 6, pp. 1177-1192.
Planken B. Definitions of social responsibility. In S. O. Idowu, N. Capaldi, L. Zu & A. Das Gupta (Eds.). Encyclopedia of Corporate Social Responsibility. Berlin, Heidelberg: Springer, pp. 768–772. https://doi. org/10.1007/978-3-642-28036-8_476
Bulletin of Psychology and Pedagogy of Altai State University is a golden publisher, as we allow self-archiving, but most importantly we are fully transparent about your rights.
Authors may present and discuss their findings ahead of publication: at scientific conferences, on preprint servers, in public databases, and in blogs, wikis, tweets, and other informal communication channels.
Bulletin of Psychology and Pedagogy of Altai State University allows authors to deposit manuscripts (currently under review or those for intended submission) in non-commercial, pre-print servers such as ArXiv.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
