Testing the quality of teachers' work life based on justice and organizational culture and moral disinterest

Teachers’ work-life quality is considered a significant element of the educational system, which affects the quality of education. Thus, the goal of the present study was to develop a causal model of teachers’ work-life quality based on organizational justice and quality mediated by the role of moral disengagement. The present study was descriptive-correlative. The statistical population of the study consisted of all teachers at the primary schools of Mashhad City in the academic year of 2019-2020. The statistical sample included 240 teachers who were selected via cluster sampling and completed the questionnaires virtually. To gather data, Walton’s Work-life Quality (1973), Bandura et al.’s Moral Disengagement Scale (1996), Niehoff & Moorman’s Organizational Justice Questionnaire (1993), and Denison’s Organizational Culture Questionnaire (2000) were used. Data were analyzed using structural equation modeling, SPSS 24, and LISREL 8.8 software. Results from model fit indices suggested that the structural model of teachers’ work-life quality was fit with data based on organizational justice, organizational culture, and moral disengagement. These results indicated that organizational justice, organizational culture, and moral disengagement directly affected teachers’ work-life quality; also, organizational justice and organizational culture indirectly affected teachers’ work-life quality through moral disengagement. It was concluded that organizational justice and organizational culture were related to teachers’ work-life quality, and moral disengagement could mediate this relationship.