The Mediating Role of Structural Empowerment in the Relationship Between Transformational Leadership and Teachers' Work Engagement in the Elementary Schools of Qazvin

The purpose of this study is to examine and clarify the connection between transformational leadership and teachers' work engagement, specifically focusing on the mediating role of structural empowerment. This research is descriptive-correlational in nature and was carried out using a survey method. The statistical population for this study consists of all primary school teachers in Qazvin city, with a sample of 384 individuals selected through simple random sampling. The data collection instrument is a structured questionnaire with a Likert scale, whose validity and reliability have been established. Confirmatory factor analysis and structural equation modeling (SEM) were utilized through AMOS software to assess the construct validity and reliability of the research instrument and to estimate the research measurement model. The results indicated significant positive correlations between transformational leadership, structural empowerment, and job passion. Furthermore, a direct positive link was identified between structural empowerment and work engagement. The outcomes of this study underscore the crucial role of structural empowerment in enhancing the connection between transformational leadership and teachers' work engagement. Establishing an environment where teachers feel empowered and have autonomy can enhance their motivation and dedication to their work. Additionally, transformational leadership by principals, through the creation of learning communities and support for teachers' professional development, can indirectly influence their work engagement.