TEACHERS' QUALITY OF WORK LIFE: SYNERGY OF ADHOCRACY CULTURE AND WORK ENVIRONMENT

Abstract

This research is motivated by the increasing professional pressure on teachers in modern schools, so that teachers' QWL becomes a crucial aspect in maintaining teacher performance, satisfaction, and retention. This study aims to comprehensively analyze the contribution of adhocracy culture and the work environment to teachers' QWL. The method uses a systematic literature review with steps of identification, selection, and analysis of literature from international and national academic databases such as Scopus, Web of Science, Google Scholar, and educational journal portals for the past ten years (2015–2025). The data includes empirical and conceptual articles including coworker support, facilities, workload, and autonomy. The findings show: First, adhocracy culture has a positive contribution to teachers' QWL through four main dimensions: (1) a culture of learning creativity, (2) flexible working hours, (3) pedagogical support, and (4) empowerment of teacher resources such as training and development. Second, the work environment significantly contributes to improving teachers' QWL through five key dimensions: (1) comfortable physical working conditions, (2) safety and security, (3) psychosocial support, (4) fair management structures, and (5) professional development opportunities. The combination of these two has been shown to strengthen a sense of belonging, intrinsic motivation, and a balance between work demands and personal needs. Conversely, schools with a bureaucratic culture and a rigid work environment show a low quality of work life for teachers. The implications of research are important for school management and educational policymakers: developing an adhocracy culture and improving the work environment can be prioritized strategies in efforts to improve teacher welfare.