Purpose: The present study intends to identify the dimensions and components of increasing organizational justice in the departments of the seven districts of education and observe the contribution of each of them in the values of organizational ethics in these departments.
Materials and Methods: This study was applied in terms of purpose and mixed in terms of implementation (qualitative and quantitative). The research population was in the qualitative section of the experts of the managers and deputies of the weekly education districts of Mashhad and in the quantitative section of the education staff of the weekly districts of Mashhad in the academic year 2009-2010. The research sample was 30 people in the qualitative section and 257 people in the quantitative section who were selected by stratified random sampling. Data were collected by phishing methods, interviews and a researcher-made questionnaire whose face validity and structure were confirmed and its reliability was obtained by Cronbach's alpha method for all dimensions above 0.80. Qualitative data were analyzed by Delphi method and quantitative data were analyzed by descriptive statistics and structural equations in SPSS-26 software.
Findings: The findings of the qualitative section showed that organizational justice has four components: distributive (3 subscales), procedural (3 subscales), interactive (2 subscales) and linguistic (2 subscales) and ethical cultural values with four components of cultural values (3 subscales), leadership Ethical (4 subscales), professional ethics (3 subscales) and ethical atmosphere (2 subscales). The findings of the quantitative section showed that the components of both factors were confirmed, subscales and components had a significant effect on the model of increasing organizational justice with the approach of cultural and moral values and the model had appropriate fitness indicators.
Conclusion: Based on the results, the final model of increasing organizational justice was designed with the approach of ethical cultural values in education staff that this model can have practical implications for education professionals and use it to improve the education organization.