Özet:

The purpose of this research is to identify the relationship between the perceptions of material value of students studying in the Imam Hatip High School (IHO) and the perceptions of social responsibility. Today, as the influence of globalization also increases the capacity given to material values, it is expected that individuals will not only fulfill their personal responsibilities, but also have a social responsibility defined as "the work done for the peace of others and the benefit of the whole world". In acquiring the individual’s responsibility awareness and other values, the schools that are the educational institutions at the forefront of the most effective institutions after the family come. The determination of the tendencies to material values and perceptions of social responsibility of students studying in the IHO, which is mainly included in the course contents and non-class activities, is important for the identification of the role of schools in the transfer of values. The study was conducted in 2020 with the participation of 733 students studying at 11 IHO in Istanbul. The study aimed at determining the direction and level of the relationship between the perceptions of material value and social responsibility of the IHO students. It is also studied whether the perceptions of material value and social responsibility of students differ according to various variables (gender, class level, family income level, state of possession of technological tools, state of follow-up of developments in the country/world, state of participation in the aid activity/social responsibility project). The study with the Nicel method was developed in 2011 by Opree and his friends, with the "Maddi Values Scale" adapted to Turkey by Ahmet Akın and his friends in 2013 and the "Social Responsibility Scale" developed in 2019 by Önder Eryılmaz and Handan Deveci. The study found that there was a negative meaningful relationship between the perceptions of social responsibility of students and the perceptions of material value, in other words, the perceptions of social responsibility increased as the perceptions of material value of students decreased. According to this conclusion, individuals with a high perception of material value are more selfish, far from adapting to society and moving together, have less social-environmental sensitivity and good behavior, and consequently have less perception of social responsibility. It has been found that the class level variable causes a significant difference in the perceptions of material value of the IHO students, and that the perceptions of material values of the 8th grade students are low compared to the other classes. In the study, as the class level rises, the decline in the perception of material value can be said as a result of education, school climate, culture and environment in the IHO. The class level variable has made a significant difference in the perceptions of social responsibility of the IHO students, and it has been determined that the 5th grade students have evaluated the dimensions of "helpability, joint action and environmental sensitivity" with a higher score than the other classes. It is also found that as the class level rises, the perceptions of social responsibility of students are significantly decreased. It has been found that gender variables do not cause significant differences in the perceptions of material value of students, but cause significant differences in the perceptions of social responsibility. The scale of social responsibility for male students was determined to be higher than the scale of "moving together" than the scale of girls. It has been found that the material income variable does not affect students’ perceptions of material value and social responsibility. The study also found that having less technological tools, following the country/world agenda and participating in the aid activity/social responsibility project reduces students’ perceptions of material value and increases their perceptions of social responsibility. According to the results of this study, these recommendations can be found. Given that participation in a aid activity/social responsibility project reduces students’ perceptions of material value and boosts their perceptions of social responsibility, activities and projects in this scope can be implemented in schools. Given that the possession of technological tools boosts students’ perceptions of material value and decreases their perceptions of social responsibility, seminars and conferences on media literature can be held for both students and teachers and guardians. Given that the follow-up of the country/world agenda increases the perception of social responsibility of students, seminars, trips, competitions, etc. will increase the awareness of the students about social events and developments. can be organized. Similar research can be applied in other schools and other areas. Similar studies can be conducted by quality methods to identify the causes of some results (such as the state of possession of technological tools or the increase in class level significantly decreases the perception of social responsibility).

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