Teachers’ Insights on Corporate Social Responsibility in Ibarra: A Comparative Educational-Level Approach

Abstract

This study aimed to analyze teachers’ perception of Corporate Social Responsibility (CSR) in educational institutions across basic, middle, and higher education levels in Ibarra. Employing a non-experimental, cross-sectional quantitative design, 196 teachers responded to a 26-item Likert survey covering six dimensions: human rights, labor practices, community engagement, service quality and accessibility, environmental, and ethics and values. Descriptive statistics, Kruskal–Wallis tests, and Pearson correlations were conducted, alongside an Analytic Hierarchy Process (AHP) multi-criteria analysis comparing public versus private school teachers. Findings indicate the environmental dimension scored lowest, whereas ethics and values and human rights scored highest. Significant differences emerged across all dimensions by educational level. These insights highlight the necessity of enhancing CSR training—especially environmental aspects—and fostering robust school–industry partnerships to advance sustainable development.