عنوان مقاله [English]
Abstract Introduction: Empowerment is one of the most essential tools for the management of any organization that can be used to guide and provide human resources to increase productivity and effectiveness, the need for this is felt in the structure of education. Because education is a comprehensive, pervasive, dynamic and influential institution on all overt and covert moral, political, economic, religious, legal, social and cultural behaviors and norms of individuals in society. Objective: The present study aims to investigate and ool Objective: The present study was conducted to investigate and prioritize the components of the psychological dimension of teacher empowerment in public boys' secondary schools in Tehran in the academic year 2019-2020
Conclusion: 1- In all components of the psychological dimension of teacher empowerment, the average of the statistical sample is higher than the real average, which showed the appropriate situation. 2- Prioritizing the components of the psychological dimension of teacher empowerment are the feeling of competence with 3.14, the feeling of effectiveness with 3.08, the feeling of autonomy with 2.94, the feeling of trust with 2.93 and the feeling of meaningfulness with 2.92, respectively. . 3. 25% of the variance variance was explained by the component of feeling of trust, 21% of feeling of autonomy, 19% of feeling of effectiveness, 11% of feeling of meaning and the lowest percentage of feeling of worthiness with 9%.