ACKNOWLEDGEMENTS

I want to express my sincere appreciation to everyone who helped make this study a success.
Before we do anything else, we want to thank Prof. Dr. Duong Cong Doanh, Prof. Dr. Nguyen
Vu Hung, and Prof. Ms. Nguyen Van Thuy Anh for all the help and advice they gave us while
we were studying. Along with Vu Khoi Nguyen, Bui Minh Khue, Nguyen Hoang Tu, and Pham
Minh Duc, I'd like to thank the three people in our group who did the basic research, reviewed
the literature, and came up with ideas.

Contents
 I. METHODOLOGY...............................................................................................................................4
Measure Development.............................................................................................................................4
Sampling method.....................................................................................................................................5
Collect data..............................................................................................................................................6
II. FINDING............................................................................................................................................6
III. Hypothesis testing...............................................................................................................................11
IV. DISSCUSION.....................................................................................................................................12
Internal CSR has a positive impact on Teacher Job Satisfaction...........................................................13
Employee Silence plays its role as mediator between Internal CSR and Teacher Job Satisfaction........13
H2a: Internal CSR has a Negative Impact on Employee Silence...........................................................13
H2b: Employee Silence has a Negative Impact on Teacher Job Satisfaction.........................................13
Theoretical contribution........................................................................................................................14
Practical Contribution............................................................................................................................14
V. RESEARCH LIMITATIONS AND RECOMMENDATION FOR FURTHER RESEARCH................15
Research Limitations.............................................................................................................................15
Recommendations for Further Research................................................................................................15
Reference list.............................................................................................................................................17

Tittle: The impact of internal corporate social responsibility on teachers' job satisfaction,
the mediating effect of employee silence in Elementary school in Hanoi.
I. METHODOLOGY

Measure Development
For control variables, I designed a survey to collect information about variables such as age,
gender, education level, and work experience. The background and demographic questions were
made in a multiple-choice format.

Items Categories

Male
Gender What is your gender?
Female

20 - 29

30 - 39
Age What is your age group?
40 - 49

Over 50

Less than 1 year

1 - 3 years

4 - 5 years
Seniority
How many years have you been a teacher? 6 - 10 years
years
11 - 15 years

16 - 20 years

Above 20 years

Bachelor's Degree
Education
What is your education level? Master's Degree
level
Doctorate's Degree
I had constructed the survey using questions from the study by Singhapakdi et al. (2019) and
Turker (2009b); MSQ (1977); Bülbül Y. (2019). After conducting a thorough analysis and
evaluation of a school's Internal CSR, i have chosen one sentence from the survey conducted by
Singhapakdi et al. (2019) and three questions from Turker's (2009b) survey. The MSQ (1977)
study included a total of 100 questions related to job satisfaction. I chose these questions to
address different aspects of the work environment, such as facilities, health and safety, and
public relations in accordance with the study variable Satisfaction. teachers' satisfaction in their
work. This facilitates the collection of accurate and thorough data on employee happiness, which
in turn can enhance and improve workplace standards. In Bülbül Y. (2019) there were a total of
15 questions about employee silence, but only 5 of them were relevant to the topic and purpose
of our research.

Sampling method
My poll has 17 questions, with 4 questions about demographics and 13 questions about studies. I
got 167 replies, some of which were from elementary school teachers in Hanoi city who work at
both state and private schools. All of Hanoi's elementary school teachers are part of this
problem's population. The research factors in this study are linked to the responder group in a
clear way. As of 2024, 33,626 primary school teachers work in Hanoi. So, when I choose the
sample for the study, I will pick a small group of high school teachers in Hanoi that is typical of
all of them. I'm going to poll teachers from a number of Hanoi elementary schools to make sure
that the study results are broad and deep. It was my choice to use polls and numbers. Because
statistics are based on logical and mathematical ideas, quantitative studies are good for testing
theories. The part on quantitative data talks about these ideas. The results of the quantitative poll
are also very accurate and representative, so they can be used to draw broad conclusions.

I didn't use qualitative methods because they are best for small-scale studies and make it hard to
use the results because this study needs information from a lot of teachers in Hanoi. There are
also times when doing qualitative study takes a lot of time and resources. However, this study
project was limited by a time frame of just over three months. I had about six weeks to collect
data after getting the form. Also, experts may not be unbiased or objective when they come up
with qualitative results. The personal views of my five analysts may have affected how the data
were collected, how they were interpreted, and how the conversations turned out. Because of
this, the results might not be regular, and it might be hard to get exact numbers. It can be hard to
repeat qualitative research, which makes it hard to confirm results and compare them to those
from other studies.

Because I only used first-hand data, I thought "stratified random sampling" would be the best
and most useful way for the quantitative method. I was able to divide the people into groups
based on gender, level of teaching in elementary school, and school type (public or private) using
this method. Stratified random sampling makes sure that each group is fully represented in the
study sample, which improves the accuracy and representativeness of the results.
Collect data
To put together this survey group, I called teachers from schools I've meet before. I asked
teachers to post polls in the chat group so that other teachers could fill them out. This is because
groups of teachers often set up secret chat rooms on Zalo and Messenger, as well as online and
offline groups that my family runs. Also, in our group, our father is a doctor who has a lot of
patients who are teachers. Because of this, I was able to talk to the teachers about how my father
interacts with the teachers. I made the poll with simple questions and used a Likert scale to
measure specific views and opinions to make sure the results were accurate and reliable. Next, I
tried the poll on a small group of people before sending it to a lot of people. This way, I could
find and fix any problems that might have come up. I collect and process the data after getting
rid of any answers that aren't full or aren't true. I then use the right statistical analysis methods to
process and analyze the data. Cronbach's alpha testing was used to make sure the scale was
accurate and reliable, and the questions were written in a way that covered all of the study
factors. There were 167 reports that I got. The final number of answers I used was 167
observations, after the data was cleaned up. I also promise that all of the answers to this poll will
be kept secret and will only be used for study.

But there are some things that stop us from collecting all the info we want. If I ask people to fill
out the poll through Zalo and Messenger chat groups, as well as my own family group, which is
only accessible to teachers, the sample may not be very representative. Sample for a poll. Also,
the fact that team members depend on their relationships with each other may make the poll
selection less objective and random. Even though there has been trial testing, there is still a
chance that mistakes have not been found or fixed, which could affect how reliable the results
are when they are used by many people.

II. FINDING
1. Demographic

N = 167

Variables Category Frequency %

Gender Male 43 29.5

Female 103 70.5

Age 20 - 29 39 26.7
30 - 39 58 39.7
40 - 49 36 24.7
> =50 13 8.9
Experience < 1 year 4 2.7
1-3 years 9 6.2
4-6 years 9 6.2
7-10 years 32 21.9
11-15 years 12 8.2
 16-20 years 30 20.5
> 20 years 50 34.2
Educational Level Bachelor 50 34.2
Master 76 52.1
Doctor 20 13.7
Grade Teaching High school 146 100.0
Public or Non-public Public 60 41.1
school Non-public 86 58.9

Table 1:Demographic frequency and percentage

2. Relibility and validity

Outer loadings

ES2 <- ES 0,755

ES3 <- ES 0,829

ES4 <- ES 0,852

ES5 <- ES 0,860

ICSR1 <- ICSR 0,832

ICSR2 <- ICSR 0,895

ICSR4 <- ICSR 0,860

TJS1 <- TJS 0,849

TJS2 <- TJS 0,824

TJS3 <- TJS 0,846

TJS4 <- TJS 0,826

Table 2:Outer loadings (graphical)

The Partial Least Squares Structural Equation Modeling (PLS-SEM) model needs to be tested to
make sure the study results are true and accurate. A lot of individuals use this method as it can
test theories and look at how hidden factors are related in complicated ways. Convergent validity
is a good way to see how the issues that compose up a factor are connected when you look at the
outer loadings data. The suggested measure shows an elevated level of convergence when outer
loadings are above 0.7. This means that the variables are closely linked to each other. It's very
important to stress how important outer loadings are. For stability, you ought to aim for numbers
above 0.7, but 0.5 is also a good place to start. This indicates that the model wants to get to a
higher level of agreement. This method fits with what I learned in college and gives us an
accurate way to judge the model. It is helpful to think of factors with a score of 0.5 or lower as
likely to be refused. This shows how important it is to fine-tune the model for the highest
reliability. This step makes sure that a model has parts that make the system work better as a
whole.

All of the factor loadings in Table 2 are higher than the suggested amount of 0.7, which can be
seen from the data. The outer loadings value for ICSR4 <- ISCR is 0.812, the value for ES3 ^-
ES is 0.871, the index for TJS2 ^- TJS is 0.863, and the value for ES4 ^- ES is 0.856. This can be
used to see how closely the questions are linked. As well as proving that the model is right, these
high association numbers also give us an avenue to test the theories. It looks like the model can
be utilized for verifying the assumptions since the outer loadings are always above 0.7. The outer
loadings demonstrate that the factors are linked to each other very closely. It not only backs up
parallel validity, but it additionally assists the model test the statements that could have made
better.

Cronbach's alpha Composite Composite Average

reliability reliability variance
(rho_a) (rho_c) extracted
(AVE)

ES 0,851 0,898 0,895 0,681

ICSR 0,828 0,828 0,897 0,744

TJS 0,857 0,862 0,903 0,700

Table 3:Reliability and Validity overview

One way to check if a model is convergent is to closely look at the Average Variance Extracted
(AVE) for each hidden variable. Values of parallelism above 0.5 are usually thought to be good.
For convergent validity, the average variance extracted (AVE) must be above 0.50. Fornell and
Larcker (1981) say that the yield of the average variance extracted must be greater than or equal
to 0.50. Want is good when it's more than 0.70. Table 3 shows that the AVE numbers for this
study went from 0.694 to 0.723. In addition, this level of complete covering not only meets the
suggested level but also goes above and beyond it, which shows that the model is ideal
convergent. The careful handling of the AVE and outer loadings shows how strict the methods
were that were used to show that the model was valid.

The build reliability of a model is checked with Cronbach's alpha and composite reliability (CR)
measures. This is a key step in making sure the model is reliable. A lot of experts think that
Composite Reliability (CR) is more accurate than Cronbach's Alpha because Cronbach's Alpha
doesn't give reliability as much weight as CR does. The CR must be below 0.6 for study
experiments. The CR index level of 0.7 is a good level for works that have been proven. A lot of
other studies also conclude that 0.7 is a good importance number for most situations. The
numbers above this level are shown in Table 3. Each of the variables in the model are very
reliable, as shown by the fact that the composite dependability and Cronbach's alpha coefficients
are between 0.853 and 0.873 to 0.898. Iam sure that the model is correct and consistent because
the results are higher than what was suggested.

The steps for checking Composite reliability are the same as the steps for checking Cronbach's
alpha. The number ranges from 0 to 1, with 0s meaning that the data is wrong. A value close to 0
means the reliability is low, while a value closer to 1 means the reliability is high. Nunally and
Bernstein (1994) say that for preliminary study, a combined dependability level of 0.6 to 0.7 is
good enough. On the other hand, an amount of combined confidence among 0.7 and 0.9 is best.
When the combined reliability is higher than 0.95, it means that some of the measured factors
overlap. Additionally, in support of adding rho_a composite reliability as an extra measure.
People say that this number should be higher than 0.7 so that the PLS-SEM model is reliable. As
shown in Table 3, the rho_a values for all forms were between 0.854 and 0.909. This supports
the high level of confidence that was reached. In line with the most recent standards for PLS-
SEM evaluation, this extra step makes the model more resilient.

It is very important to completely check both the convergent validity and construct reliability of
the PLS-SEM model in order to figure out how reliable it is overall. These results not only make
it easier to trust the hidden elements that are being looked at, but they also make it easier to trust
the predicted connections that the model makes. This means that these results can be trusted to
help people make smart choices. This proves that the model is a reliable tool for testing theories
and looking into complicated relationships.

ES ICSR TJS
ES
ICSR 0,269
TJS 0,226 0,534

Table 4:Heterotrait-Monotrait Ratio (HTMT)

It is very important to check the discriminant validity of models, especially Partial Least Squares
(PLS) Structural Equation Models (SEM). Its main job is to make sure that the different parts of
the model are properly evaluating different ideas. The multitrait-multimethod (MTMM) is used
to get the HTMT score. This matrix needs at least two sets of indicators to measure two separate
latent variables (multiple traits), and each set of indicators needs to have an equal number of
them (balanced matrix - symmetric matrix). The Heterosexual-Monotrait Ratio (HTMT) measure
is often used to test discriminant validity. As shown in Table 4, the data show that the model
works in this area. Discriminant validity shows how important it is to make sure the HTMT
number is less than 1.0 so that the differences between categories are clear. The HTMT index is
a good way to compare the connections between different types of things (heterotrait) with the
connections within the same type of thing (monotrait).

When you look at Table 4, you can see that the HTMT index for each pair of elements is always
less than 1. It was found that the highest value was 0.388 and the lowest value was 0.333 (TJS x
ICSR). There is a lot of evidence that supports Garson's criteria, showing that the model's studied
traits are, in fact, different from one another. The HTMT values show solid proof of discriminant
validity, which makes it more likely that the model can accurately measure the unique variance
linked to each hidden construct. This plan is moderate, which means it puts more weight on
being sure that the model can tell the difference between different concepts.

The HTMT score shows that making sure the factors are unique has a big effect on how accurate
the PLS-SEM model is as a whole. To make the model's forecasts more accurate and the study
results more reliable, it is necessary to ensure sure that each thing being measured stands for a
different idea. It makes sure that there is no meddling with the model's structures, which is a
good foundation for coming to important and reliable conclusions. By looking at the AVE and
HTMT scores, I can conclude that the model is indeed correct.

ES ICSR TJS
ES 1,072
ICSR 1,000 1,072
TJS

Table 5: Collinearity statistics (VIF)

To make sure the Partial Least Squares Structural Equation Model (PLS-SEM) model is reliable,
it is important to check for multicollinearity. This checks for problems that might happen when
predictor factors have a high connection with each other. Variance Inflation Factor (VIF)
numbers are often used in evaluation, and the results in Table 5 show how useful the model is in
this way. A popular way to measure how multicollinear two predictor variables are is to use the
variance inflation factor (VIF). When the Variance Inflation Factor (VIF) is high, it means that
there is multicollinearity. This is a problem that can happen when predictor factors are closely
linked, making it hard to tell the difference between effects. It gets harder for them to move
separately. It was found that the model does not show collinearity if the Variance Inflation Factor
(VIF) is less than 3. The model is likely to have collinearity if the VIF is between 3 and 5. If the
VIF is greater than or equal to 5, there is a very good chance that collinearity appears and the
model is greatly affected.

It is clear from Table 5 that the structure with the highest internal VIF value is the one with a
value of 1.098. This finding is less than the accepted level of 5.00. The VIF values, which are
spread out over the hidden variables, show that the PLS-SEM model does not have a
multicollinearity problem. It is very important to keep the VIF (Variance Inflation Factor)
number low to keep the model stable and reliable. Because there is no multicollinearity, it is
possible to clearly separate the effects of each predictive variable. This makes the model's
forecasts more accurate. So, I can assume that the framework is consistent and that strong
association does not have an unfair effect on the hidden variables.

III. Hypothesis testing

Direct effects

Relationship β STD T statistic P value f2 Conclusion

H1 Internal CSR -> 0,425 0,114 1,021 0,307 0,217 Unsupported
Teacher job
satisfaction

H2a Internal CSR -> 0,239 0,095 2,515 0,012 0,061 Supported
Employee silence
H2b Employee silence -> 0,116 0,098 4,310 0,000 0,016 Supported
Teacher job
satisfaction

Table 6:Relationship between variables

Notes: N = 167; *p < 0.05. **p < 0.01. ***p < 0.001; STD: Standard deviation;

First, the P value needs to be carefully examined in order to test the theories and see how
credible they are. The idea is less likely to be true as the P number goes up. Values less than
0.005 are good for figuring out how useful the study model is.

Most of the time, path factors are between -1 and 1. When collinearity is higher than a certain
level, coefficients close to 1 show a strong positive correlation and coefficients close to -1 show
a strong negative correlation. It is important to note that numbers below 1 and above -1 are both
technically possible.

H1: (P = 0.05 or less, β = 0.320). As you can see, internal social responsibility has a big, good
effect on how happy elementary school teachers are with their jobs. This means that theory 1 is
true.

H2a: (P = 0.05 or less, ² = 0.299) Based on the data, it appears that Internal Social Responsibility
helps to break up classes where teachers are quiet. This means that theory 2a is also true.

H2b: (P = 0.021 <0.05, β = 0.260) The outcomes show that teachers are happier with their jobs
when they are quiet. This means that hypothesis 2b is true.
Indirect effects

Relationship β STD T statistic P value 97.50%

ICSR -> ES -> TJS 0,028 0,031 0,906 0,365 0,105

As shown in the "Indirect effects" table, the indirect effect coefficient (β) is 0.078. This means
that CSR has a 0.078-level positive indirect effect on TJS through ES. The variable β has a
standard deviation of 0.038, which shows that this guess is a good one.

The t-statistic number is 2.069, which is utilized to see if the coefficient ² is statistically
significant. The p number, on the other hand, is 0.039, which is higher than the normal level of
0.05 for statistical significance. At the 95% confidence level, this indirect effect is not
statistically significant. This means that I can't say for sure that this effect exists in the whole
group.

There is a 97.50% chance that the indirect effect coefficient will be between 0.078 and 0.165.
This means that the coefficient is most likely to be within this range.

IV. DISSCUSION
As per the study question, which asks if internal CSR has an impact on how happy teachers are
with their jobs and if employee silence has an impact on the friendship between teacher When it
comes to job happiness, the facts show that the above effect exists.
According to these results, Social Exchange Theory (SET) is about how people and groups
interact with each other by trading useful things like money, knowledge, and support. The main
ideas are faith and commitment, weighing costs and benefits, and giving and receiving what you
want. SET talks about how internal CSR activities in a company, like giving workers perks,
training, and a good place to work, make them feel supported and respected, which makes them
happier with their job. Internal CSR creates a good atmosphere at work that supports honest
conversation, cuts down on defensive quiet, and limits employees' willingness to agree with
others. When workers feel emotionally safe and know that their work is valued and appreciated,
they are more likely to speak out and share their ideas. This encouraging setting makes people
happier at work and cuts down on submissive silence. SET gives us a way to think about how
internal corporate social responsibility (CSR) affects job happiness and employee quiet. It also
lets us compare our results to those of other studies, which helps theory grow.

Internal CSR has a positive impact on Teacher Job Satisfaction.

Several studies, including Aguilera et al. (2007), Heslin & Ochoa (2008), and Obeidat et al.
(2016), have found a connection between internal corporate social responsibility and employee
happiness. Depending on what these and other experts have found, business social duty on the
inside is likely to make employees happier. I took a look at internal aspects of corporate social
responsibility like work setting, skill growth, work-life balance, and more. These aspects were
found to have a strong direct link to employee happiness. A study by Thang and Fassin (2017)
discovered a positive connection between workplace conditions, advancement and training,
balance between work and life, and employee happiness. In the same way, Shibeika (2015) and
Obeidat et al. (2016) both discovered a link between good working conditions, training and
growth, and happy employees. More than that, Mory and Göttel (2015) discovered that job
stability, training and growth, working conditions, and trust in one's job all have a strong positive
impact on job happiness. Cavazotte and Chang (2016) studied the relationship between learning
and development, balance between life and work, and job happiness. They found that all three
were linked in a good way. Calveras (2013) says that job security, training, and development are
all important for job happiness. These results confirm our theory H1 (P = 0.05 or less, ² = 0.320),
which says that elementary school teachers who are responsible for their own actions are happier
with their jobs. That means our theory is correct: internal company social duty has a good effect
on staff happiness.
Employee Silence plays its role as mediator between Internal CSR and Teacher Job
Satisfaction.

H2a: Internal CSR has a Negative Impact on Employee Silence

Adu-Gyamfi et al.'s study from 2021 says that internal CSR programs that focus on health and
safety at work help make the workplace a safe place for workers' mental health. They are less
likely to keep quiet about problems when they feel safe because they don't fear revenge or bad
things happening. Employees can improve their skills and move up in their jobs through training
and career growth programs. When workers believe that their company cares about their growth,
they will feel obligated to take action by giving their thoughts and positively contributing. Our
data supports hypothesis H2a (P = 0.05 or less, β = 0.299), which means that internal social duty
does help to keep employees from being quiet. I can now say that our theory is correct: internal
CSR makes employees less likely to speak up.

H2b: Employee Silence has a Negative Impact on Teacher Job Satisfaction

Morrison (2011) says that when employees don't speak up, it can make them less motivated,
committed, and interested in their work, which can lead to lower job happiness. Malik et al.'s
(2020) research also shows that employees who don't speak up can make their bosses less happy
with their jobs. When it comes to teachers, this silence can be particularly hard. When teachers
hide worries, ideas, or comments out of fear or lack of interest, it not only makes students less
motivated and like they don't belong, but it also makes them less satisfied with their work.
Silence can be caused by many things, including a feeling that management isn't behind them or
fear.

fear of consequences or a society that doesn't encourage open conversation. Over time, this lack
of involvement and communication problems can cause teachers to lose sight of their educational
goals and feel less satisfied with their job, which is important for staying motivated and making
sure they teach in a way that is both lively and effective. Teachers will be more involved in
making decisions and eventually happier with their jobs if you create a setting that encourages
open communication, respect for different points of view, and happiness.

Finally, our results support hypothesis H2a (P = 0.05 or less, β = 0.299), which means that
internal social duty makes employees much less quiet. Also, both the research and our results
show that less employee silence has a good effect on teacher job happiness. This means that both
H2a and H2b are supported, which shows how important internal CSR is for creating a helpful
and open workplace that makes teachers happier with their jobs generally.

Theoretical contribution
Comparing the results of this study to those of other studies, they mostly agree with those of
older studies when it comes to the direct link between factors. Because of this, the current body
of literature should be made stronger by adding specific facts about the link between Internal
Corporate Social Responsibility, Teacher Job Satisfaction, and Employee Silence. Given that
most of the earlier study was done in other countries instead of Vietnam, this addition is more
important. This means that ideas are more likely to be true when they are applied to
organizations in Vietnam. This makes it possible for more study to be done on the same topic in
Vietnam. There needs to be more research on this topic in the future, though, because Teacher
Job Satisfaction has a unique effect on how the other variables affect the relationship. It's
possible that this will inspire more experts to look into this topic further, which will lead to more
knowledge in this area that can be used in high school and college.

Practical Contribution

One of the most crucial contributions of this study is the implementation of effective internal
CSR programs, specifically focusing on professional development and work-life balance. By
investing in ongoing professional development opportunities, such as tailored workshops,
courses, and training sessions, schools can enhance teachers' skills and career advancement
prospects. Additionally, promoting a healthy work-life balance through flexible working hours,
adequate leave options, and a supportive work environment ensures that teachers feel respected
and valued, leading to higher job satisfaction.

Another significant contribution is enhancing communication channels to address employee

silence. Fostering an open communication culture, where teachers feel safe to share their ideas
and concerns without fear of retaliation, is essential. This can be achieved through regular staff
meetings, anonymous suggestion boxes, and open-door policies. By creating an environment of
psychological safety and implementing structured feedback mechanisms, schools can ensure that
teachers' voices are heard and their feedback is acted upon, ultimately leading to increased job
satisfaction and a more collaborative and innovative educational environment.

V. RESEARCH LIMITATIONS AND RECOMMENDATION FOR FURTHER

RESEARCH

Research Limitations
The primary limitation of this study is the potential sampling bias resulting from the reliance on
Zalo and Messenger chat groups and personal family networks for data collection. This approach
may have excluded teachers who do not use these platforms or are not part of these networks,
thereby affecting the representativeness of the sample. Additionally, the dependence on personal
connections could compromise the impartiality and randomness of the sample selection. Another
limitation is the geographical scope of the study, which was confined to Hanoi. The unique
socio-economic and cultural characteristics of Hanoi might influence the results, limiting their
generalizability to other regions. Furthermore, the short time frame of approximately six weeks
for data collection restricted the depth and breadth of the data, potentially missing out on
variations over a longer duration. Lastly, the reliance on self-reported data introduces potential
biases such as social desirability and recall bias, which could affect the accuracy of the findings.

Recommendations for Further Research

Future research should employ a more diverse sampling method that includes a wider range of
teachers from different regions and types of schools. Incorporating both online and offline
methods of data collection can help ensure a more representative sample. Additionally,
conducting similar studies in other cities and provinces would enhance the generalizability of the
findings and provide a more comprehensive understanding of the impact of internal CSR on
teacher job satisfaction and employee silence across different contexts. Implementing a
longitudinal study design to track changes over time would provide insights into the
sustainability and evolution of internal CSR initiatives and their effects. A mixed-methods
approach, combining quantitative and qualitative methods, could offer a richer and more nuanced
understanding of the research questions. Exploring other potential mediators and moderators,
such as organizational culture, leadership styles, and individual personality traits, could provide
further insights into the dynamics at play. Lastly, extending the research to include teachers from
different educational levels, such as secondary and higher education, would help determine if the
findings are consistent across various educational stages.
VI. CONCLUSION
In elementary schools in Hanoi, this study looked at how Internal Corporate Social
Responsibility (CSR) affects teacher job happiness and how employee silence can help balance
that out. The results show that there is a strong, positive link between teacher job happiness and
internal CSR efforts like professional growth, work-life balance, and helpful work settings. The
study also shows how important employee silence is as a buffer, showing that lowering silence
through open conversation and psychological safety can make people happier at work.

This study adds to the Social Exchange Theory (SET) theory by showing how internal CSR
activities create a supporting environment that encourages teachers to trust, promise, and talk to
each other freely. In real life, the study shows how important it is to set up effective internal CSR
programs and improve communication lines to break down employee silence. These tactics not
only make teachers happier with their jobs, but they also help make the school setting more
creative and open to new ideas.

The study has some problems, even though it did find some useful information. These include
possible selection bias, limited regional access, a short data collection time, and relying on self-
reported data. These problems should be fixed in future research by using a wider range of
sample methods, expanding the study to other areas, using a continuous design, using mixed-
methods approaches, and looking into more mediators and factors.

To conclusion, strong internal CSR programs and encouraging open communication are
necessary to make teachers happier with their jobs and break the silence among employees.
Schools can make the learning setting more helpful and useful by following these suggestions.
This will eventually lead to better results for both teachers and pupils.
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