The Effect of Professional Empowerment of Elementary Teachers on the Development of Teaching and Learning Processes

Teacher professional empowerment is recognized as a key factor in enhancing the quality of educational systems. This study aimed to investigate the effect of primary teachers' professional empowerment on the development of teaching and learning processes in Ardabil province. This research was a descriptive-correlational study. The statistical population consisted of all primary teachers in Ardabil province (N=4500), from which 354 individuals were selected as the sample size using a multi-stage cluster sampling method. Data collection tools included a standard Teacher Professional Empowerment Questionnaire (Ahmadi et al., 2019) and a researcher-made questionnaire on the Development of Teaching and Learning Processes. Content and face validity were confirmed by experts, and their reliability was calculated using Cronbach's alpha coefficient as 0.87 and 0.90, respectively. Data were analyzed using Pearson correlation and multiple regression tests. Results showed a positive and significant relationship between teacher professional empowerment and the development of teaching and learning processes (r=0.68, p<0.01). Moreover, the dimensions of empowerment (knowledge, skill, and attitude) could explain 46% of the variance in the development of teaching and learning processes. Teachers' professional empowerment, with emphasis on all three dimensions of knowledge, skill, and attitude, plays an essential role in improving educational and learning processes. Targeted investment in teacher empowerment programs and reviewing related policies are the main suggestions of this research.