From Global Goals to Classroom Realities: The Role of Corporate Social Responsibility in Promoting Teacher Wellbeing in Higher Education

Abstract

Concerning the influence of corporate social responsibility (CSR) on teacher wellbeing within the higher education sector in China, this study is a synthesis of the United Nations’ Sustainable Development Goals (UN-SDGs) for a broader understanding of the concept. By using structural equation modeling, this study investigates how CSR initiatives influence teachers by mediating the roles of educational institute culture and teacher admiration, with affective commitment as the moderator. The findings show that CSR endeavors provide direct payoff for teachers’ mental health and indirect payoff through a positive educational institution culture and teacher admiration. The role of affective commitment as a moderator is confirmed in the CSR–teacher admiration–wellbeing pathway. This research, therefore, shows that educational institutions have great potential to strategically align CSR with the UN-SDGs, not only for the benefit of teachers but also for the other sustainable development goals. This study therefore emphasizes the doubled role of educational institutes to make the lives of their staff better and to contribute to the global agenda of sustainable development by well-executed CSR initiatives.