The aim of this study was to model the structural relationships between authentic leadership and teachers' social undermining, with an emphasis on the mediating role of organizational virtue. The present study is applied in terms of purpose and descriptive-correlational in nature, and was conducted using the structural equation modeling method. The population included all elementary school teachers in districts one and four of Tabriz, totaling 1360. Based on the rules of structural equation modeling, the sample size was estimated at 360 people and was selected using the proportional stratified sampling method. Data collection was based on the questionnaires of authentic leadership by Walumwa et al (20108), organizational virtue by Cameron (2008), and social undermining by Duffy et al. (2012). Research data analysis was performed using SPSS26 and SMART PLS3 software. The findings showed that the proposed model had a good fit and the results of structural analysis showed that authentic leadership and organizational virtue were able to significantly and inversely predict teachers' social undermining; also, the relationships between authentic leadership and social undermining were significant and inverse, and at the same time, the relationship between authentic leadership and organizational virtue was significant and positive (p<0.01). The results of the study show that authentic leadership and organizational virtue play a key role in reducing teachers' social undermining and can help improve teachers' social conditions. These findings can pave the way for education administrators to take effective measures to create a positive and supportive work environment.