Modeling the Professional Social Activism of Teachers in Society by Emphasizing Their Social Responsibility

The purpose of this study was to understand the professional actions of teachers and their responsibilities in different social environments.

The research was conducted using the Grounded theory method. Based on the Grounded theory, the statistical population was selected from teachers, professor-teachers and education experts using available sampling. The final sample consisted of 11 people.

As a result of coding, the teacher's professional social responsibility as a central phenomenon was affected by various factors such as the teacher being an authority, an agent of the official system, moving from a job role to a professional role and multiple responsibilities. This phenomenon has had different intensity and severity and limits and loopholes in the context of structural changes and technologies of each time. As a result, it was found that teachers act on their social responsibilities by considering or controlling interfering conditions such as welfare conditions or evaluating the responsibilities of other actors such as the official system. The understood strategy for teachers' action was conceptualized as honest and realistic action.

Also, the consequences of improving the status of teachers in the field of discourse and belief, improving the welfare of teachers, reducing costs through culture building, forming mutual trust, strengthening the bond between the society and the institution of education and public awareness, the official system and the teacher was conceptualized in relation to each other's rights, expectations and assignments.