Empowerment of female teachers is one of the central issues in education that has a mutual impact on teachers on the one hand and students on the other, however, the present article in order to achieve this goal among female teachers in Tehran using The structural equat
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Empowerment of female teachers is one of the central issues in education that has a mutual impact on teachers on the one hand and students on the other, however, the present article in order to achieve this goal among female teachers in Tehran using The structural equation model examines the factors affecting the empowerment of women teachers and its consequences using relevant theories. The statistical population of the study included all first grade high school teachers in Tehran in the academic year 1401-1400, of which a sample size of 300 people was estimated using stratified random sampling using Morgan table. The data collection tool was a researcher-made questionnaire based on a 5-item scale. The validity of the questionnaire was confirmed in terms of form and content by several experts, the validity was confirmed by calculating the slope and the validity was confirmed by calculating the square root of the AVE. The reliability of the questionnaire was 0.86 through Cronbach's alpha for the whole questionnaire. Data were analyzed using Cronbach's alpha, tangent (AVE) tests, AVE root matrix, Kolmogorov-Smirnov test and confirmatory factor analysis using smartpls3 software. The research results showed; Factors; Organizational culture, organizational structure, organizational monitoring system, organizational reward system, organizational management systems have an important role in women's psycho-cultural empowerment, as well as promoting women's empowerment in three dimensions: interpersonal empowerment, managerial and leadership empowerment and the ability to create events.
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