Objective: This study aimed to examine the relationships among workplace spirituality, job motivation, and perceived job competence among elementary school teachers in District 15 of Tehran and to investigate the mediating role of job motivation in the relationship between workplace spirituality and perceived job competence.

Method: This applied, descriptive-correlational study employed structural equation modeling using the partial least squares approach. The statistical population consisted of 3,100 elementary school teachers in District 15 of Tehran during the 2025–2026 academic year, of whom 341 were selected through convenience sampling. Data were collected using the Workplace Spirituality Questionnaire (Milliman et al., 2003), Herzberg’s Job Motivation Questionnaire (2004), and Harter’s Perceived Job Competence Questionnaire (1985).

Results: Positive and significant relationships were found between workplace spirituality and perceived job competence (β = 0.42, p < 0.01), workplace spirituality and job motivation (β = 0.49, p < 0.01), and job motivation and perceived job competence (β = 0.37, p < 0.01). The coefficients of determination were 0.48 for job motivation and 0.53 for perceived job competence. The goodness-of-fit index was 0.631. The Sobel test confirmed a significant indirect effect of workplace spirituality on perceived job competence through job motivation (Z = 3.06, p = 0.002).

Conclusion: Workplace spirituality and job motivation were significantly related to perceived job competence, and job motivation played a mediating role. Given the correlational and cross-sectional design, the findings indicate statistical relationships rather than causal relationships.