Abstract
The current study aimed to identify the degree of the practice of social responsibility by the principals of the public high schools in Jordan and its relationship to teachers’ organizational commitment. The sample of study composed of (284) principals and (765) teachers. Two research instruments were developed; the first is for social responsibility that included 4 fields in (46) items, and the second is for the organizational commitment that included 4 fields in (39) items. The validity and reliability of research instruments were verified.
 
 The results of the study indicated that the degree of the practice of social responsibility by the principals of public high schools in Jordan was high and that the teachers’ organizational commitment was high too. The results showed that there is a positive and statistically significant relationship of all fields of social responsibility and organizational commitment from the principals and teachers’ points of view. There are statistically significant differences in social responsibility and organizational commitment of teachers due to the gender variable in favor of females. There are differences between the means of social responsibility attributable to the academic qualification variable in favor of Bachelor’sandDiploma. There are differences between the means of organizational commitment fields attributable to the academic qualification in favor of Bachelor’s degree. There are differences between the means of social responsibility attributable to the experience year variable in favor of +10 year experience. There are no differences between the meansof organizational commitment fields attributable to the experience variable. There are statistically significant differences in social responsibility fields attributable to the job title variable in favor of school principal. There are no statistically significant differences in the organizational commitment fields attributable to the job title variable except for the fields of the responsibility for education and desire to continue at work.
 
 The current study came up with a number of recommendations, mainly to maintain the level of the practice of social responsibility by the principals of public high schools in Jordan and to benefit from the supporters from among the community and keep them involved in decision making to developschool future plans.
Highlights
Education is an essential pillar in the advancement of nations and the primary element in achieving the progress and well-being of societies
Social Responsibility: It is the translation of the English term “Social Responsibility”.There have been several attempts to define this term, including the definition by the World Business Council for Sustainable Development (WBCSD), which defines “Social Responsibility” as “the continued commitment by business organizations to act ethically, contribute to the achievement of economic development and work to improve the quality of living conditions of the workforce and their families as well as the community and society as a whole” (WBCSD)
The results showed that the degree of organizational commitment among faculty members was significantly high in the following descending order: organizational commitment, emotional commitment and continued commitment
Summary
Education is an essential pillar in the advancement of nations and the primary element in achieving the progress and well-being of societies. Vol 12, No 10; 2018 should further develop mutual understanding and friendship with the community, select the best means to make the society aware of school tasks, activities, objectives, programs, and problems, and work to develop plans and appropriate solutions to serve the community (Al-Saud, 2013) It is necessary for Government bodies to support social responsibility activities, most notably the Ministry of Education, which should develop syllabuses tocontain an educational dimension and practical activities related to social responsibility, its syllabuses already include national education that is based on how to socialize children to love the homeland and belong to it and to preserve and maintain public properties. This, in turn,forms a strong educational system, which is characterized by compatibility and harmony, enabling the school to compete and achieve excellence and creativity (Al-Subai’ee, 2016)
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