Examining the Impact of Cognitive Flexibility on Quality of Work Life Considering the Mediating Role of Job Equity among Primary School Teachers in Simorgh County

Abstract

The mediating role of job equity in the relationship between cognitive flexibility and quality of work life should not be overlooked. Job equity is one of the most critical issues that various organizations strive to achieve and implement today. The present study aimed to examine the impact of cognitive flexibility on the quality of work life considering the mediating role of job equity among primary school teachers in Simorgh County. This applied research employed a descriptive-survey design. The statistical population consisted of 230 primary school teachers in Simorgh County. Using Cochran’s formula, a sample of 144 participants was randomly selected. Data were collected through standardized questionnaires, including the Cognitive Flexibility Inventory by Dennis and Vander Wal (2010), Walton’s Quality of Work Life Questionnaire (1975), and the Job Equity Questionnaire by Barkhoda et al. (2021). Data analysis was conducted using structural equation modeling in Amos 21 software. The results indicated that cognitive flexibility impacts the quality of work life through the mediating role of job equity among primary school teachers in Simorgh County. Overall, it can be concluded that job equity plays a significant mediating role in the relationship between cognitive flexibility and quality of work life among teachers. Job equity creates a supportive and equitable environment that enables the effective utilization of cognitive flexibility, providing teachers with equal opportunities for professional growth and resource access.