Social Potential of Teachers in the Professional Environment

Abstract

The article presents the results of a study on the social potential of teachers in a professional environment. Social potential was understood as intangible resources of commitment, trust, norms of reciprocity and networks of personal connections among teachers that enable cooperation and exchange of knowledge. The research concept was based on the theory of social capital, which has been popular for some time in economics and politics, but also in the social sciences.

It is clarified that in the education system in the current conditions of formation of a new information society, the role and importance of the teacher’s social potential is increasing. Therefore, the work of a modern teacher takes place in the context of the expectations that society places on him or her. The study distinguished four main variables: participation and cooperation, interpersonal relationships and communication, trust and credibility, reciprocity and loyalty. The results reveal the division of the respondents into two groups. The first of them are teachers who, in their assessments, create a positive image of their own social potential, especially in the case of participation, involvement and cooperation. The second group are teachers who are more skeptical and ambivalent. This is especially visible in the dimensions of reciprocity and loyalty as well as relationships and communication. Teachers do not strive to evaluate their own environment negatively. Perhaps they do not notice or do not want to notice uncomfortable, difficult or conflicting issues. It can therefore be assumed that this is a confirmation of the façade and superficiality of behavior and relationships among teachers, and the desire to maintain a safe status quo.