Presenting the Pathological Model of Social Capital in the Education System

Document Type : Research/Original/Regular

Authors

1 PhD Student in Educational Management, Islamic Azad University, Marand branch, Iran

2 Assistant Professor, Department of Governmental management, Islamic Azad University, Khoy Branch, Iran

3 Associate Professor of Educational Administration, Department of Education, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Iran

10.22059/jscm.2024.368043.2457

Abstract

The aim of the current research is to present a model of social capital pathology within the education system. A mixed- method approach, based on content analysis and structural equation modeling was utilized. In the qualitative research section, the statistical population comprised experts and professors in the field of education from Tabriz city, selected through purposive sampling. In the quantitative section, teachers and administrators were chosen based on the Cochran formula. Twelve semi-structured interviews were coded using ATLAS.ti software and analyzed through content analysis. A total of 384 researcher-designed questionnaires were distributed and completed.  Structural equation modeling analysis was conducted using the SmartPLSsoftware. The research results indicate that social capital components contribute to relational damages (dimensions, certainty in social awareness, social erosion, conformity in social relationships, certainty in social commitment, and social knowledge forecast), planning damages (organizational conflicts with collective capital, erosion of organizational principles, and decline of cognitive assets), institutional damages (underdevelopment of thoughts in environmental relationships, structural conflicts within the organization, erosion of social structure, susceptibility to behavioral abnormalities), and individual interactional components (cognitive-behavioral rigidity, lack of interest in collective participation, decline in trust and resilience, and mastery of behavioral abnormalities). The use of structural equation modeling demonstrated that the proposed relationships in the qualitative analysis were statistically confirmed, with factor loadings above 0.3 and t-statistics exceeding 1.96. Fit indices were also within acceptable ranges, affirming that the social capital pathology model in education is adequately fitted.

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References

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Social Capital Management
Volume 11, Issue 3
October 2024
Pages 269-285

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