Strategic Research on Social Problems (Sep 2024)
Investigating Factors Affecting Social Indifference among Female Teachers and Strategies for Mitigation
Abstract
Introduction Social indifference refers to a condition where individuals consciously disregard environmental, human, and social issues, as well as the broader dynamics of social life. Research has indicated that social indifference can foster a profound sense of emptiness among individuals in society (Ahmadi and Majidi, 2012, p. 340). This study aimed to explore the factors contributing to social indifference among teachers in Feminine City and to identify strategies for mitigating this issue. The theories of Simmer, Durkheim, Parsons, and Merton provided the theoretical framework for this investigation. Durkheim posits that anomie arises during periods of abrupt economic stagnation or rapid growth. This disintegration of social norms coupled with unfulfilled desires leads to a state of perpetual social dissatisfaction (Rafipour, 2010, p. 18). It is this social dissatisfaction that serves as a critical driver of social indifference (Mohsani Tabrizi and Sedaghati Fard, 2012, p. 6). According to Parsons, one key variable in his model is the distinction between passivity and activism. Passivity often results in an acceptance of the status quo, diminishing willpower and fostering a sense of indifference. This can lead to a lack of desire for change and engagement (Tavassoli, 2003, p. 243). In Merton's theory of structural strain, social indifference is analyzed in conjunction with isolation and a lack of participation. Merton posits that in a fragmented system, individuals struggle to identify their own goals, as well as the goals of society. Consequently, they may reject societal objectives and the means to achieve them, leading to a state of contradiction. This results in feelings of frustration and defeat, ultimately leading to isolation and indifference (Merton, 1964, pp. 40-41). In light of these theories, the primary focus of this research was the social indifference observed among teachers. The central questions guiding this study were as follows: What is the level of social indifference among teachers in Feminine City? What factors contribute to this indifference? And what strategies can be implemented to mitigate it? Materials & Methods This study employed a descriptive-analytical research method, utilizing a survey approach. A simple random sampling technique was used to select participants with the data collected through a researcher-developed questionnaire. The unit of analysis was the individual and the sample size consisted of 108 participants determined through simple random sampling. The validity of the questionnaire was established through its formal content, while its reliability was assessed using Cronbach's alpha, yielding a score of over 70% with the aid of SPSS software (version 23). Discussion of Results & Conclusion The findings indicated that teachers experienced moderate levels of social indifference, social alienation, and social responsibility, while their social satisfaction was notably low. Specifically, the results revealed that social satisfaction (β = -0.657) and social responsibility (β = -0.609) negatively impacted social indifference, whereas social alienation (β = 0.594) had a positive effect. Interestingly, neither socio-economic status nor age appeared to influence levels of social indifference. Stepwise regression analysis identified social satisfaction as the first variable to enter the model followed by social alienation and then social responsibility. Conversely, age and socio-economic status were not included in the analysis. Additionally, 36.1% of teachers identified that prioritizing economic stability and addressing their welfare rights were the most significant solutions for reducing indifference towards societal issues. A total of 26.9% of participants reported efforts to maintain their respect and dignity while enhancing their social standing. Additionally, 25% emphasized the importance of scientific ranking and 13% expressed their desire to participate in significant and decisive decisions related to education and society. To reduce social alienation, it is crucial to involve teachers in social, educational, and political planning and decision-making processes. Such involvement can help alleviate feelings of social alienation and lay the groundwork for diminishing social indifference. Addressing both material and non-material needs can enhance teachers' quality of life, reduce poverty and discrimination, and ultimately increase their social satisfaction. By fostering a more engaged and fulfilled teaching community, we can further mitigate their indifference toward societal issues.
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