The Impact of Prosocial Behavior on Social Responsibility and Commitment to Duties Among Female Middle School Teachers in Tonekabon County

Abstract

Objective: The present study aimed to determine the impact of prosocial behavior on social responsibility and commitment to duties among female middle school teachers in Tonekabon County.

Materials and Methods: The research method was descriptive-survey, and in terms of purpose, it was categorized as applied research. The study population consisted of all female middle school teachers in Tonekabon during the academic year 2023–2024, totaling 150 individuals. Based on Cochran's formula, 109 participants were selected through simple random sampling. The research instruments included the Prosocial Behavior Questionnaire by Carlo et al. (2003), the Social Responsibility Questionnaire by Carroll (1991), and the Commitment to Duties Questionnaire by Blau and Boal (1989). Statistical analysis was performed using structural equation modeling (SEM) with SPSS 27 and Smart PLS 3 software.

Findings: Path analysis results indicated that prosocial behavior had a positive and direct effect on social responsibility and commitment to duties. Furthermore, the findings showed that a one-unit change in prosocial behavior led to a 0.547-unit increase in social responsibility and a 0.583-unit increase in commitment to duties.

Conclusion: The findings demonstrate that prosocial behavior significantly enhances social responsibility and commitment to duties among teachers, highlighting its vital role in fostering a positive and effective educational environment.