Doygunel Aşkın, Koprulu Fatma
Department of Educational Administration and Supervision, Near East University, Nicosia, Cyprus.
Front Psychol. 2022 Sep 27;13:969638. doi: 10.3389/fpsyg.2022.969638. eCollection 2022.
The structure and expectations of societies are constantly changing, developing, and advancing as time demands. Accordingly, the vision, mission, purpose, and objectives of educational institutions are changing and are shaped according to the expectations of the society. School Directors, teachers, and families, briefly the community, should know that schools are institutions that best fulfill children's learning, and make them feel happy and safe. A cheerful and peaceful school environment always brings academic success. Children who have a quality school life are aware of the responsibility for their behaviors as well as the social responsibilities for their environment. Thus, students who are closely interested in social responsibility projects are not just academically developed; at the same time, their social, emotional, and mental development increases, and their social cohesion and awareness develop. This research aims to examine ways to improve the quality of social life in schools through social responsibility projects to be started as well as opinions by School Directors. In this study, the qualitative method and case study design were used. The study group of this research consisted of 15 teachers working in primary schools affiliated with the Department of Primary Education of the Ministry of National Education. The participants were interviewed through live connections. The findings revealed that students are very willing to take part in social responsibility projects, and significant improvements have been made in their academic achievement; they attended more willingly, and there have been noticeable changes in the quality of the school.
社会的结构和期望随着时间的需求不断变化、发展和进步。相应地，教育机构的愿景、使命、宗旨和目标也在发生变化，并根据社会的期望而形成。学校校长、教师和家庭，简而言之就是社区，应该明白学校是最能满足孩子学习需求、让他们感到快乐和安全的机构。一个愉快、安宁的学校环境总能带来学业上的成功。拥有优质学校生活的孩子会意识到自己行为的责任以及对周围环境的社会责任。因此，密切关注社会责任项目的学生不仅在学业上得到发展；同时，他们的社会、情感和心理发展也会增强，社会凝聚力和意识也会得到提升。本研究旨在探讨通过开展社会责任项目以及学校校长的意见来提高学校社会生活质量的方法。在这项研究中，采用了定性研究方法和案例研究设计。本研究的研究对象包括15名在国家教育部小学教育司下属小学工作的教师。通过实时连线对参与者进行了访谈。研究结果显示，学生非常愿意参与社会责任项目，他们的学业成绩有了显著提高；他们参与的意愿更强了，学校的质量也有了明显变化。
