This study aimed to identify the criteria and indicators of an empowering school from the perspective of the principals and teachers of elementary schools in Piranshahr city and used a qualitative method with a phenomenological approach. The research population included male and female principals and teachers of elementary schools in this city who were working in the academic year 1403-1404. To collect data, semi-structured interviews were used, which were conducted based on a developed protocol, and before each interview, which lasted between 60 and 90 minutes, ethical issues and informed consent were explained to the participants. Data analysis was conducted according to the method proposed by Croswell (1998).

The results of the study showed that the criteria and indicators of school empowerment can be categorized into three main axes: structural factors, contextual factors, and behavioral factors, each of which includes various subcomponents. The findings also indicated that empowering schools have multidimensional and diverse characteristics and that achieving such schools requires adopting comprehensive and simultaneous approaches to structural, contextual, and behavioral aspects.

By presenting the perspectives of principals and teachers on the indicators and criteria of empowering schools, this study shows that simultaneous attention to all dimensions, including school structure, cultural contexts and social environment, and educational and managerial behaviors, is essential for improving the quality and empowerment of schools.

The findings of this study can help educational policymakers and school administrators to provide effective planning and practical solutions to enhance school empowerment and facilitate continuous improvement of educational and managerial processes.