A Study of the Cultuling of Teacher Duty-Shirking Behavior in Light of the Conceptual Model of Cultuling Analysis

An essential factor in the quality of teachers’ teaching methods is understanding duty-shirking behavior in their discourse, which can be analyzed through the culturology of language given the interplay between language and culture. With the overall goal of analyzing the cultuling of teacher duty-shirking behavior, the present article is built on online semi-structured interviews with 101 teachers (66 females and 35 males; from 21 to 58 years old) in Mashhad. They had been teaching at different school levels. The collected data were analyzed in light of the conceptual model of cultuling analysis. The results showed that the cultuling of duty-shirking behavior is mostly found in private and informal situations in order to evade duties, sidestep responsibilities, protest rights and facilities, voice opinions, or exonerate oneself with sarcastic, serious, sympathetic, sincere, and advice tones. Teachers might even be demotivated and seek their own interests. Teachers’ awareness concerning this cultuling is at the stage of involvement and their emotion toward it is negative. Additionally, the cultuling is indicative of negligence, short-term orientations, indirectness, and collectivism in the teachers’ community. Therefore, effective measures should be taken to prevent the spread of these patterns throughout society. The results of the current study will go a long way in helping the officials of the educational system in addressing the concerns of teachers in having a dynamic educational system.