The relationships between professional school principal, school climate, teacher autonomy, and teacher empowerment

The primary aim of this study is to examine the concept of teacher empowerment within the context of professional school principals, school climate, and teacher autonomy, and to reveal the individual, administrative, and organizational factors influencing it in a multidimensional manner. Teacher empowerment is a critical concept for educational quality, encompassing teachers' participation in decision-making processes, access to professional development opportunities, and professional autonomy. This research evaluates teacher empowerment holistically, based on the professional competencies of school principals, the organizational climate of the school, and teachers' autonomy in professional decision-making. Designed as a correlational survey model, the study population consists of teachers working in public schools across Türkiye during the 2024–2025 academic year. The sample comprises 528 teachers selected through stratified sampling. The data collection tools include the Professional School Principal Scale (POM), the Teacher Empowerment Scale (GUC), the School Climate Scale (IKL), and the Teacher Autonomy Scale (OZRK). Quantitative data obtained from the study were analyzed using correlation analysis and structural equation modeling (SEM). The findings indicate that professional school principals have a positive and significant direct effect on teacher empowerment. Furthermore, school climate and teacher autonomy have both individual and serial mediating effects on this relationship. The results suggest that strategies aimed at enhancing teacher empowerment should be built upon the quality of school leadership, a positive school climate, and the strengthening of teachers' autonomy.