The directive role of institutional logics, social skills and social learning in the relationship between traditionality-modernity and professionalism level.

In this dissertation, which is based on structural realism, the concepts of social skill and institutional logics are related. Concordantly, a research model including social-skill, social-learning, institutional logics, and professionalism was developed. The model claims that whenever a person falls into the social structure, that person is destined to learn social skills through the force of the same structure. Because of the stratified nature of the social structure, people are pushed to acquire social skills that are readily known and accessible in the immediate vicinity. As people increase their level of interaction with institutions, they understand and internalize the order of institutions. Briefly, it appeared that people are primarily directed by the social structure to learn social skills, also it is observed that social skills acquired through social learning introduce related institutional logics to individuals. It has been realized that some of the influential institutions are formed in historical periods and come up to date and others are the result of the modernization process, in this regard, three main logic groups have been defined as traditional logics, traditional-based modern logics, and modern logics. The social skills that can be reachable with the lowest cost will lead people to internalize traditional logics. As individuals are directed towards learning more costly social skills, they will adopt traditional-based modern logics and modern logics. Within the scope of the dissertation, it has been realized that the adoption process of institutional logics will be reflected in the field of management through the concept of professionalism. It is anticipated that there may be a relationship between people's modernity and professionalization values. Therefore, hypotheses claimed that there should be a relationship between individuals' traditionality-modernity levels and professionalization degrees. For testing hypotheses, two separate scales have been developed to measure individuals' traditionality-modernity and professionalization levels. In this process, data collected from four hundred and seventy-three persons via purposeful sampling method. Five fundamental hypotheses of the research have been tested with multiple regression analysis. Analysis revealed support for hypotheses. Twenty-five sub-hypotheses have been written to test the research model, with the assumption that there will be a one-to-one relationship between factors of the traditionality-modernity and professionalism. Single regression analysis showed that fifteen hypotheses were supported. The vast majority of research findings have provided support for the comprehensive research model by demonstrating that there is a relationship between persons' traditionality-modernity levels and their comprehension of professionalism.