Interpretation of Teachers’ Understanding of the Concept of Personal Social Responsibility

Abstract

This paper explores the concept of personal social responsibility from the teachers’ self-perceived perspective of its occurrence and understanding in the context of English language teaching and learning. It seeks to highlight the variety of constituents, qualities, and characteristics that shape it. Mixed methods research methodology is used for the analysis and interpretation of personal social responsibility taking into account teachers’ descriptions of its constituents’ level of importance, attitudinal characteristics to the chosen profession, qualities that characterize individual’s behavior towards other people, community and society, and how teaching personal social responsibility might have an impact on students’ learning and development. The participants of the study are English language educators representing the multicultural teaching community in the tertiary education institutions in the Sultanate of Oman. The findings of the study show that the concept of personal social responsibility is perceived as significantly important and meaningful; however, it yields considering approaches in the way it is provided, communicated, and taught in the English language courses. It is expected that the findings of this study may give proper guidance in forming future decisions about personal social responsibility teaching to empower students and enhance their academic and professional success.