Abstract

The social responsibility of institutions is increasingly relevant, given the implications that the business world has with regard to actions to care for the environment imposed by public directives and market demands. This also transcends educational institutions, due to their special mission of contributing to the development of future generations, educating children, adolescents and young people in values. Hence the need to explore the perception of teachers about social responsibility, and its scope in educational institutions, along with the documents that declare it. Through an exploratory methodology, it is proposed to know the perception of primary, secondary and higher education teachers about social responsibility in a region of Chile. Liker-type instrument was applied to a non-probabilistic sample for convenience to 166 teachers divided into three strata, obtaining as a result that teachers consider learning values and social responsibility important, highlighting the dimensions “Dignity of people”, “Freedom” and “Principles and values”. It is concluded that teachers value training in values.