Social Responsibility and Sustainable Development Goals: The Case of Teachers in Christian-Protestant Schools

Objective: The objective of this study is to explore the perception of primary and secondary school teachers on social responsibility strategies from the SDGs in Protestant establishments. Theoretical framework: The contributions of the theory of social responsibility and the principles of sustainable development are used. In addition, the focus is on the challenges posed by the SDGs in Christian-Protestant education. Method: The study considers an exploratory design. A quantitative instrument was applied to a non-probabilistic sample composed of primary and secondary school teachers from Protestant institutions in Chile. Descriptive statistics, measures of central tendency, internal consistency coefficients were determined and statistically significant differences were examined. Results and Discussion: The complementarity that the principles of confessional and Protestant education have with respect to the values of social responsibility is evident. The sociodemographic characteristics of teachers have implications in the perception of social responsibility strategies. Differences were found according to sex, university, postgraduate and position. Research implications: Teachers, managers and leaders, for the implementation of institutional strategies and, at the same time, for the design of public policies that improve social well-being through the values of SR and the SDGs, can use the results of this study. Conclusions: Protestant-inspired primary and secondary education institutions must promote liberty, empathy, respect, citizenship, dignity, solidarity and care for the environment. All of the above is consistent with the principles of the SDGs and the values of social responsibility. Originality/Value: The literature is not conclusive regarding strategies that can contribute to the needs of the population. In this sense, the application of SR and SDG actions are significant for the well-being of the population. This analysis demonstrates the need that society has regarding education in values. This includes the development of institutional strategies that are congruent with the Christian faith and consistent with the demands of a globalized society.