From Global Goals to Classroom Realities: The Role of Corporate Social Responsibility in Promoting Teacher Wellbeing in Higher Education
Abstract
:1. Introduction
2. Literature Review
3. Materials and Methods
3.1. Participants and Procedure
3.2. Measures
4. Results
5. Discussion
5.1. Theoretical Implications
5.2. Practical Implications
5.3. Limitations and Future Research Directions
6. Conclusions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
Item | Scale | Item Description |
---|---|---|
CSR1 | CSR | Environmental issues are an integral part of my educational institute’s strategy. |
CSR2 | CSR | My educational institute participates in activities that aim to protect and improve the quality of the natural environment. |
CSR3 | CSR | My educational institute implements special programs to minimize its negative impact on the natural environment. |
CSR4 | CSR | My educational institute takes great care so that our work does not harm the environment. |
CSR5 | CSR | My educational institute develops activities to reduce the consumption of energy and other resources. |
CSR6 | CSR | My educational institute targets sustainable growth that considers future generations. |
CSR7 | CSR | My educational institute makes investments to create a better life for future generations. |
CSR8 | CSR | My educational institute supports non-governmental organizations working in problematic areas. |
CSR9 | CSR | My educational institute contributes to campaigns and projects that promote the well-being of society. |
CSR10 | CSR | My educational institute contributes to cultural and charitable projects aimed at promoting the well-being of society. |
CSR11 | CSR | My educational institute encourages employees to participate in voluntary activities. |
CSR12 | CSR | My educational institute policies encourage employees to develop their skills and careers. |
CSR13 | CSR | The management of my educational institute primarily concerns with employees’ needs and wants. |
CSR14 | CSR | My educational institute implements flexible policies to provide a good work-life balance for its employees. |
CSR15 | CSR | The managerial decisions related to employees in my educational institute are usually fair. |
EIC1 | EIC | My educational institute provides various formal training programs to improve the skills of employees. |
EIC2 | EIC | My educational institute provides various informal training programs to improve the skills of employees. |
EIC3 | EIC | My educational institute encourages employees to continue their education. |
EIC4 | EIC | My educational institute supports employees who seek to acquire job-related skills. |
EIC5 | EIC | My educational institute supports employees who want to get a work-related education. |
EIC6 | EIC | Employees in my educational institute cooperate with each other. |
EIC7 | EIC | Employees in my educational institute respect each other. |
EIC8 | EIC | Employees in my educational institute trust each other. |
AC1 | AC | I would be very happy to spend the rest of my career with this educational institute. |
AC2 | AC | I enjoy discussing my educational institute with people outside it. |
AC3 | AC | I really feel as if this educational institute’s problems are my own. |
AC4 | AC | I feel emotionally attached to this educational institute. |
AC5 | AC | This educational institute has a great deal of personal meaning for me. |
TW1 | TW | I feel satisfied with my life. |
TW2 | TW | I am close to my dream in most aspects of my life. |
TW3 | TW | Most of the time, I do feel real happiness. |
TW4 | TW | I am in a good life situation. |
TW5 | TW | My life is very fun. |
TW6 | TW | I would hardly change my current way of life in the afterlife. |
TW7 | TW | I am satisfied with my work responsibilities. |
TW8 | TW | In general, I feel fairly satisfied with my present job. |
TW9 | TW | I find real enjoyment in my work. |
TW10 | TW | I can always find ways to enrich my work. |
TW11 | TW | Work is a meaningful experience for me. |
TW12 | TW | I feel basically satisfied with my work achievements in my current job. |
TW13 | TW | I feel I have grown as a person. |
TW14 | TW | I handle daily affairs well. |
TW15 | TW | I generally feel good about myself, and I’m confident. |
TW16 | TW | People think I am willing to give and to share my time with others. |
TW17 | TW | I am good at making flexible timetables for my work. |
TW18 | TW | I love having deep conversations with family and friends so that we can better understand each other. |
TA1 | TA | I admire my educational institute. |
TA2 | TA | I respect my educational institute. |
TA3 | TA | I feel reverence towards my educational institute. |
TA4 | TA | I feel awe towards my educational institute. |
TA5 | TA | I feel inspired by my educational institute. |
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Demographic Category | Frequency | Percentage (%) |
---|---|---|
Gender | ||
Male | 180 | 43 |
Female | 239 | 57 |
Age Group | ||
Under 30 | 85 | 20 |
30–40 | 157 | 37.5 |
41–50 | 109 | 26 |
Over 50 | 68 | 16.5 |
Experience | ||
Less than 5 years | 119 | 28 |
5–10 years | 150 | 36 |
More than 10 years | 150 | 36 |
Educational Level | ||
Bachelor’s degree | 109 | 26 |
Master’s degree | 195 | 46.5 |
PhD or Doctorate | 115 | 27.5 |
Type of Institution | ||
Public sector | 251 | 60 |
Private sector | 168 | 40 |
Construct | Item Loading Range | Cronbach’s Alpha | rho_A | Composite Reliability | AVE |
---|---|---|---|---|---|
AC | 0.920–0.955 | 0.966 | 0.966 | 0.973 | 0.879 |
CSR | 0.788–0.940 | 0.983 | 0.983 | 0.984 | 0.830 |
EIC | 0.823–0.879 | 0.947 | 0.948 | 0.956 | 0.730 |
TA | 0.937–0.953 | 0.970 | 0.970 | 0.976 | 0.893 |
TW | 0.762–0.821 | 0.957 | 0.959 | 0.961 | 0.622 |
Variable | R Square | R Square Adjusted | f Squared AC | f Squared CSR | f Squared EIC | f Squared TA | VIF |
---|---|---|---|---|---|---|---|
EIC | 0.463 | 0.460 | 0.654 | 1.144 | |||
TA | 0.494 | 0.491 | 0.634 | 0.310 | 1.144 | ||
TW | 0.264 | 0.258 | 0.048 | 0.048 | 0.076 | 1.224 |
Variable | AC | CSR | EIC | TA | TW | HTMT AC | HTMT CSR | HTMT EIC | HTMT TA | HTMT TW |
---|---|---|---|---|---|---|---|---|---|---|
AC | 0.938 | 0.355 | 0.673 | 0.677 | 0.455 | 0.365 | 0.703 | 0.699 | 0.468 | |
CSR | 0.911 | 0.333 | 0.417 | 0.244 | 0.345 | 0.426 | 0.247 | |||
EIC | 0.855 | 0.617 | 0.444 | 0.644 | 0.460 | |||||
TA | 0.945 | 0.475 | 0.485 | |||||||
TW | 0.789 |
Hypothesis | Path | Coefficient | Std. Dev. | T-Stats | p-Value | 95% CI Lower | 95% CI Upper | Accepted/Rejected |
---|---|---|---|---|---|---|---|---|
H1 | CSR→TW | 0.321 | 0.070 | 4.586 | 0.000 | 0.193 | 0.372 | Accepted |
H2 | CSR→EIC | 0.139 | 0.033 | 4.167 | 0.000 | 0.075 | 0.210 | Accepted |
H4 | CSR→EIC→TW | 0.033 | 0.012 | 2.748 | 0.006 | 0.015 | 0.064 | Accepted |
H5 | CSR→TA | 0.288 | 0.043 | 6.729 | 0.000 | 0.211 | 0.371 | Accepted |
H7 | CSR→TA→TW | 0.090 | 0.022 | 4.150 | 0.000 | 0.051 | 0.135 | Accepted |
H8a | CSRxAC→EIC→TW | 0.011 | 0.008 | 1.496 | 0.135 | −0.001 | 0.030 | Rejected |
H8b | CSRxAC→TA→TW | 0.041 | 0.014 | 3.046 | 0.002 | 0.018 | 0.071 | Accepted |
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Wu, S. From Global Goals to Classroom Realities: The Role of Corporate Social Responsibility in Promoting Teacher Wellbeing in Higher Education. Sustainability 2024, 16, 6815. https://doi.org/10.3390/su16166815
Wu S. From Global Goals to Classroom Realities: The Role of Corporate Social Responsibility in Promoting Teacher Wellbeing in Higher Education. Sustainability. 2024; 16(16):6815. https://doi.org/10.3390/su16166815
Chicago/Turabian StyleWu, Shixiao. 2024. "From Global Goals to Classroom Realities: The Role of Corporate Social Responsibility in Promoting Teacher Wellbeing in Higher Education" Sustainability 16, no. 16: 6815. https://doi.org/10.3390/su16166815
APA StyleWu, S. (2024). From Global Goals to Classroom Realities: The Role of Corporate Social Responsibility in Promoting Teacher Wellbeing in Higher Education. Sustainability, 16(16), 6815. https://doi.org/10.3390/su16166815