The Relationship between Organizational Culture and Social Responsibility Variables in the Education Departments in the West of Mazandaran

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1 International Research Journal of Applied and Basic Sciences 2013 Available online at ISSN X / Vol, 4 (4): Science Explorer Publications The Relationship between Organizational Culture and Social Responsibility Variables in the Education Departments in the West of Mazandaran Mohammad Hadi Asgari 1, Leila Abbas Zadeh Balasi 2 1. Department of BusinessManagement and Accounting, Tonekabon Branch, Islamic Azad University, Tonekabon, Mazandaran, Iran 2. M.A. Student of Educational Management, Tonekabon Branch, Islamic Azad University, Tonekabon, Mazandaran, Iran Corresponding Author:Leila Abbas Zadeh Balasi ABSTRACT: The main purpose of this project was surveying the relationship between the variables of organizational culture and social responsibility of the education departments in the west of Mazandaran. The project was descriptive and done due to correlation. The population of this study consisted of all departments of education in the west of Mazandaran, 9 departments and 535 workers. Samples were selected based on homogeneity and stratified random sampling and 5 departments as well as 175 workers were chosen. For data collecting, field method and library method were used (by using standard questionnaire), then the collected data were analyzed through Pearson correlation coefficient and regression multilateral analysis (step by step model). Findings showed that there was a positive and significant relationship between the variables of organizational culture (except leadership variable) and social responsibility of education department as well as showing that the variable of reward system, adjusting to conflict, control amount, risk-taking and individual creativity could anticipate changes in social responsibility of the education departments. Key words: the variable of organizational culture, social responsibility, education department. INTRODUCTION Culture in an organization forms the ways of performing tasks, individual and groups' behavior in an organization as well as affecting their performance, responsibility and satisfaction. The main role of organizational culture like national culture leads to solidarity and conformity of people, is giving identity to organization, unity, and coordination of members and their activities. In fact, the culture of each organization is introduced as the basic factor in shaping it and has a great effect on its other important factors, such as its structure and design, internal and external environment of the organization, technology, workers, management style, and the most important on the organization strategy. Organization culture and its components affect individuals as well as the organization behavior and contact with society and other organizations. Today's, one of the most important subjects related to organizations is their social responsibility which shows how on organizations performs its social duties and responsibilities (Alvani, 2009). Social responsibility is one of the most important factors of the establishment of organizations and giving importance to this factor in theoretical framework of social identity by organizations not only may improve organizational commitment but also may reinforce beneficiaries' satisfaction outside of the organizations to legitimate them (Mortazavi, et al. 2010). Organizations are considered as the intermediate layer and interface circles between individual and society, because of this, organizations are of important and fundamental parts of todays human society. It is clear that organizations based on human's needs and demands have multidirectional roles and tasks in the evolution of this social structure to reach to a balanced and appropriate structure in the world, in addition, social responsibility is one of the most important characteristics which todays organizations must have (Haji Karimi, 2007). Background of the study Moshabaki and Khalili Shojaee (2000) found the following results by doing their research about "surveying the relationship between organizational culture and social responsibility in the ministry of power":

2 There was a positive and significant correlation between organizational culture and social responsibility, and mental model of workers was the most basic and effective variable in social responsibility of an organization. Mortazavi, et al (2012) in a research "surveying the importance of moderating role of social responsibility in the relationship between social responsibility and organizational commitment in Mashad food industry companies" got the following results: The moderating role of the variable studied in the relationship among four dimensions of social responsibility (staff, customers, government, social and unsocial beneficiaries) was confirmed, the findings meant that emphasizing the importance of social responsibility and following it by organizations could have a positive effect on the performance of organizations in a way that an organization commitment could affect staff significantly. Turker (2009) in his research "the effect of organizational culture on social responsibility" found that a rich organizational culture, charismatic and employee-centered leadership could affect social responsibility of staff and the organization more than task-centered leadership. Pan War (2008) in his study about "the effect of organizational culture on social responsibility" found that organizations performances were not necessarily integrated and cultural values were detailed and complex as well as controlling a wide range of organizational behavior, in addition, the variable of organizational culture was able to anticipate social responsibility and organizations performances. RESEARCH METHODOLOGY Since the main purpose of this research was studying the relationship between the variables of organizational culture and social responsibility in education departments of Mazandaran, it was done due to descriptive method. The research population consisted of all departments of education in the west of Mazandaran, 9 departments and 535 workers. Samples were selected based on homogeneity (according to work experience, management stability, the number of staff) and stratified random selection. Data collection was done due to field and library method (standard questionnaire). The collected data were analyzed through Pearson correlation coefficient and step by step regression. RESEARCH FINDINGS Hypothesis 1 There is a relationship between individual creativity and social responsibility in education departments. Table 1. Correlation of the variables of individual creativity and social responsibility. Individual creativity and social responsibility Table 1 indicates that according to the statistic results there is a positive and significant relationship between individual creativity and social responsibility (r =.238, ). It means the more individual creativity, the more social responsibility. Hypothesis 2 There is a relationship between risk-taking and social responsibility in the departments of education. Table 2. Correlation of the variables of risk-taking and social responsibility. Risk-taking and social responsibility Table 2 shows that due to the statistic results there is a positive and significant relationship between risk-taking and social responsibility (r = 321, P<.05). It means the more risk-taking, the more social responsibility and vice versa because the level of significance is P = and less than P =.01. Therefore, the hypothesis with.99 of confidence is confirmed. Hypothesis 3 There is a relationship between leadership and social responsibility in the departments of education. Table 3. Correlation of leadership risk-taking and social responsibility variables. leadership and social responsibility

3 According to statistic results shown in table 3, there is a positive relationship between leadership and social responsibility (r =.321, P>.05), but because the level of significance P =.110 is more than P =.05, the achieved correlation coefficient is not significant. Therefore, this hypothesis is rejected with.99 of confidence. Hypothesis 4 There is a relationship between integration and social responsibility in the departments of education. Table 4. Correlation of integration and social responsibility variables. integration and social responsibility The results in table 4 show a positive and significant relationship between integration and social responsibility (r =.316, P<.05). It means the more integration, the more social responsibility, because the level of significance P = is less than P =.05, so the measured correlation coefficient at the level of.05 is significant and this hypothesis is confirmed with.95 of confidence. Hypothesis 5 There is a relationship between management support and social responsibility in the departments of education. Table 5. Correlation of management support and social responsibility. Management support and social responsibility The results in table 5 show that management support and social responsibility have a positive significant relationship (r =.343, P<.05), the more management support, the more social responsibility and vice versa, because the level of significance P= is less than P=.05, so the measured correlation coefficient is significant at the level of.05. Then, hypothesis 5 is confirmed with.95 of confidence. Hypothesis 6 There is a relationship between control and social responsibility in the departments of education. Table 6. Correlation of control amount and social responsibility variables. Control amount and social responsibility Table 6 shows that there is a positive and significant relationship between control amount and social responsibility (r =.423, P<.05). It means the more control amount the more social responsibility and vice versa, because the level of significance P= is less than P=.05. Therefore, the measured correlation coefficient is significant at the level of.95 of confidence. Hypothesis 7 There is a relationship between identity and social responsibility in the departments of education. Table 7. Correlation of identity and social responsibility variables. identity and social responsibility The results table 7 show that there is a positive and significant relationship between identity and social responsibility (r =.418, P<.05). It means the more the degree of identity, the more social responsibility and vice versa, because the level of significance P= is less than P=.05, therefore, hypothesis 7 is confirmed with.95 of confidence. Hypothesis 8 There is a relationship between reward and social responsibility in the departments of education. Table 8. Correlation of reward system and social responsibility variables. and social responsibility According to the results shown in table 8, between reward system and social responsibility there is a positive and significant relationship (r =.505, P<.05). It means the more reward system, the more social responsibility and vice versa, because the level of significance P= is less than P=.05, then the measured correlation coefficient is significant at the level of.05. Hypothesis 8 is confirmed with.95 of confidence. 961

4 Hypothesis 9 There is a relationship between adjusting to conflict and social responsibility in the departments of education. Table 9. Correlation of adjusting to conflict and social responsibility in the departments of education. and social responsibility The results in table 9 show that between adjustment to conflict and social responsibility there is a positive and significant relationship (r =.404, P<.05). It means the more adjusting to conflict, the more social responsibility and vice versa, because the level of significance is P= less than P=.05. Therefore, the measured correlation coefficient is significant at the level of.05 and it shows hypothesis, is confirmed with.95 of confidence. Hypothesis 10 There is a relationship between communication patterns and social responsibility in the departments of education. Table 10. Correlation of communication patterns and social responsibility. Communication patterns and social responsibility According to the results in table 10, there is a positive and significant relationship between communication patterns and social responsibility (r =.271, P<.05). It means the more communication patterns, the more social responsibility and vice versa, because the level of significance is P= and less than P=.05. Therefore, the measured correlation coefficient is significant at the level of.05, then hypothesis 10 is confirmed with.95 of confidence. Index the source of changes First model Second model Third model Fourth model Fifth model Table 11. The regression analysis of the variables measured due to step by step model. Standard coefficient Discriminate coefficient Standard t-test (significance of discriminant regression regression (B) deviation regression slope) (B) Control amount Control amount Risk-taking Control amount Risk-taking Individual creativity The level of significance Table 11 shows because the measured t for analyzing the significance of regression slope (b) related to reward system variable is significant at the level of.05 (t=-7.693, ), the anticipation of reward system for social responsibility is significant. Also the measured t related to adjusting to conflict (t=5.233, ) is significant at the level of.01, therefore, the anticipation of adjusting to conflict variable for social responsibility is significant. The measured t of control amount variable is significant at the level of.01 (t=4.462, ), so the anticipation of control amount variable for social responsibility is significant. The measured t of risk-taking variable (t=3.745, ) is significant at the level of.01, therefore the anticipation of risk-taking variable for social responsibility is significant. The measured t of individual creativity is significant at the level of.01(t=2.730, ), so the anticipation of individual creativity for social responsibility is significant. But judging the effects and the roles of variables (reward system, adjusting to conflict, control amount, risk-taking, and individual creativity) in anticipating the criterion variable (social responsibility) must be done 962

5 based on discriminent coefficient regression (B), because this amount has been standardized and provided the possibility of comparing (related placement) each variable which is shown in table 12. Table 12. The effects and roles of anticipant variables (reward system, adjusting to conflict, control amount, risk-taking, and individual creativity) in anticipating the changes of the criterian variable (social responsibility) The score of changes in standard The scores of anticipating the Anticipating reward system, deviation of the criterion variable due criterion variable due to step by step adjusting to conflict, control amount, to a unit of change in standard regression based on the standard risk-taking, and individual creativity deviation of each anticipant variable quantity (B) by anticipant variables based on the achieved standard (B) Adjustment to conflict Control amount Risk-taking Individual creativity The data in table 12 based on discriminent coefficient regression (B) the anticipant variables (reward system, adjustment to conflict, control amount, risk-taking, and individual creativity) entered into the regression equation as follows: In the first model, reward system variable was entered into the equation as the first step. Social responsibility= (7.663)(reward system). Due to table 12 results, reward system variable as the most effective variable on social responsibility in the departments entered into regression equation and could anticipate the changes of the criterion variable (social responsibility) of 50.5 percent while one unit of change in the standard deviation of reward system made.996 change appeared in the standard deviation of the criterion variable. In the second model the variables of reward system and adjusting to conflict were entered into the regression equation as step 2. Social responsibility= (36.790) (reward system) (adjusting to conflict) The results in table 12 shows that in the second model of regression equation, adjusting to conflict variable anticipated 32.5 percent of change in the criterion variable (social responsibility) while one unit of change in the standard deviation of adjusting to conflict variable caused a change of in the standard deviation of the criterion variable (social responsibility). In the third model reward system, adjusting to conflict, and control amount variables were entered into the equation as step3. Social responsibility= (5.344) (reward system) + (7.289) (adjusting to conflict) + (4.522) (control amount). The results in table 12 indicated that in the third model of regression equation, control amount variable anticipated 27.6 percent of change in the criterion variable (social responsibility), while one change unit in the standard deviation of control amount variable led to a change of 1.03 in the standard deviation of the criterion variable (social responsibility). In the fourth model reward system, adjusting to conflict, control amount, and risk-taking were entered into the equation as step 4.Social responsibility= (reward system) (adjusting to conflict) + (4.272) (control amount)+3.563(risk-taking). According to the results shown in table 12, the fourth model of regression equation risk-taking variable anticipated a change of 21.5 percent in the criterion variable (social responsibility), while a change unit in the standard deviation of risk-taking variable led to a change of.952 in the standard deviation of the criterion variable (social responsibility). In the fifth model reward system, adjusting to conflict, control amount, risk-taking, and individual creativity were entered the equation as step 5. Social responsibility= (5.047) (reward system) + (5.981) (adjusting to conflict) + (3.960) (control amount) + (3.989) (risk-taking) + (2.965) (individual creativity). Table 12 shows the results of the fifth model of regression equation s individual creativity could anticipate a change of 15.5 percent in the criterion variable (social responsibility), while a change unit in the standard deviation of individual creativity variable led to a change of in the standard deviation of the criterion variable (social responsibility). DISCUSSION The results of testing surveyed hypothesis showed that there was a positive and significant relationship between the organizational culture variables, except leadership variable, and social responsibility in the education departments. It was also related that from among anticipant variables reward system, adjusting to conflict, control amount, risk-taking, and individual creativity could anticipate the changes in the criterion 963

6 variable (social responsibility), and each of them in order shoed the changes of 50.5, 32.5, 27.6, 21.5, 15.5 percent in the criterion variable. REFERENCES Alavi M, Danaifar GA "The theories of Management organization", Tehran, Arsalan publication. Haji Karimi H "Social responsibility of organizations", Tehran, Hastan publication. Moshabaki A, Khalili Shojai V "Surveying the relationship between organizational culture and social responsibility (case study: the ministry of power)", Applied sociology journal, the year of 21, volume 40, pages Mortazavi S, PoorAzad N, Amir Razavi P, Sadeghi Moghadam M "Surveying the effect of adjustment of the importance of social responsibility variable on the relationship between social responsibility and organizational commitment (the surveyed sample: food industry companies in Meshad)", Ferdosi university social science journal, Meshad, pages Pan war R Corporate social responsibility in the forest products In dstry: an issues management approach [Thesis]. USA: Department of wood science and engineering, Oregon state university. Rego A, Susana L, Pina E, Cunha M, Faria J "How The Employees' Perceptions of Corporate Citizeship Predict Their Organizational Commitment", Turker D "How corporate social Responsibility In fuences organizational commitment", Journal of Business Ethics, Vol. 89, PP: