Abstract: (280 Views)
Introduction: Social indifference is a phenomenon that is recognized as a type of social harm, just as, on the contrary, any social consideration and altruism in individual and social life is a sign of social dynamism and health. Cultural capital: forms of awareness, skills, education, and in general, any advantage that gives a person a high status in society and includes high expectations. Social capital is a set of material or spiritual resources that allow an individual or group to have a stable network of more or less institutionalized relationships of mutual acquaintance and recognition. The article aimed to review social capital and cultural capital in relation to social indifference among teachers in Lali city.
Method: The research method employed was descriptive-correlational, and the statistical population of the present study consisted of all urban first-grade secondary school teachers in Lali city, comprising 193 individuals. The whole-count method was used to estimate the sample. The data collection tools were the standard Bourdieu social and cultural capital questionnaires and the researcher-made social indifference questionnaire.
Findings: There was a negative and significant relationship between social capital, cultural capital, and their components, and social indifference among teachers in Lali city. Also, the relationship between age and social indifference of teachers was significant, but gender did not have a significant effect on determining teachers' social indifference. Regression analysis also showed that the variables of social capital and cultural capital and their components were significantly able to predict social indifference among teachers in Lali city.
Discussion: Increasing teachers' social and cultural capital can reduce social indifference, so macro policies in education should be designed in a way that allows teachers to grow and develop various dimensions of their social and cultural capital in the best possible way.
Method: The research method employed was descriptive-correlational, and the statistical population of the present study consisted of all urban first-grade secondary school teachers in Lali city, comprising 193 individuals. The whole-count method was used to estimate the sample. The data collection tools were the standard Bourdieu social and cultural capital questionnaires and the researcher-made social indifference questionnaire.
Findings: There was a negative and significant relationship between social capital, cultural capital, and their components, and social indifference among teachers in Lali city. Also, the relationship between age and social indifference of teachers was significant, but gender did not have a significant effect on determining teachers' social indifference. Regression analysis also showed that the variables of social capital and cultural capital and their components were significantly able to predict social indifference among teachers in Lali city.
Discussion: Increasing teachers' social and cultural capital can reduce social indifference, so macro policies in education should be designed in a way that allows teachers to grow and develop various dimensions of their social and cultural capital in the best possible way.
Article number: 6
Type of Study: orginal |
Received: 2024/12/21 | Accepted: 2025/09/14 | Published: 2025/10/4
Received: 2024/12/21 | Accepted: 2025/09/14 | Published: 2025/10/4
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Social Welfare Quarterly
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