میکائیل احدپور

The most important factor in the development of the society's education system is the existence of motivated and effective teachers. Teachers are the main factor in the teaching and learning process and they can guarantee the effectiveness of the country's education system by having a high level of motivation, spirit and satisfaction. The purpose of this research is to examine the relationship between ethical leadership and work engagement with teacher empowerment.

This research is applied in terms of descriptive-correlation method. The statistical population of the research consists of all male and female elementary school teachers of Khalkhal city, numbering 350 people, and 183 people were selected as a sample using the cluster sampling method and based on Morgan's table. In order to collect data, three standard questionnaires of ethical leadership by Kalshoven et al. (2011), empowerment by Spritzer and Mishra (1997) and work engagement by Shoufeli and Salanova (2001) were used. To analyze the data, SPSS and Lisrel software were used (conducting confirmatory factor analysis in the research tools standardization section).

The findings show that the correlation coefficient between moral leadership and empowerment (r=0.62) and work engagement and empowerment (r=0.61) is significant. Also, the standard regression coefficient of ethical leadership is 0.45 and work engagement is 0.40, and these two variables explain 51% of the variance of the empowerment variable.

According to the findings of the research, it is concluded that the variables of ethical leadership and work engagement can predict the empowerment of teachers, and with the development of the ethical leadership style of managers in educational organizations, the work engagement and empowerment of teachers increases. Therefore, it is suggested that managers use ethical leadership style in schools to develop the work engagement and empowerment of teachers and thereby improve organizational performance.

Organizational entrepreneurship is the process of reviving organizational performance, the benefits of which include creativity and innovation in product and service design, innovation in organizational processes, improving efficiency and effectiveness. The aim of this study was to determine the effect of cultural intelligence and organizational climate on organizational entrepreneurship mediated by organizational commitment. The present study is applied in terms of descriptive-correlational content nature (structural equation model) and in terms of purpose. The statistical population of the present study is the number of teachers employed in the primary school of the academic year 1401-1400 in District 1 of Ardabil province in 2003. Sampling method is multi-stage and stratified cluster sampling which, based on Morgan table, a sample of 292 people were selected. Standard questionnaires were used to collect data. The results indicate the direct effect of cultural intelligence and organizational climate on organizational commitment 0.27 and 0.42, respectively. Also, the indirect effect of cultural intelligence and organizational climate on organizational entrepreneurship was 0.26 and 0.40 with T (6.93) and (5.09), respectively. Due to the constant changes and developments in the organizational environment, it is necessary for organizations to have the ability to be creative and innovative in order to be able to perform effectively and ensure their survival.

The purpose of this study is to investigate the effect of ethical leadership on teacher empowerment by medeating the work engagement of teachers in Khalkhal city. This research is the type of structural equations in terms of descriptive-correlation method. The statistical population of the study includes all male and female primary school teachers in 350 people. Using one-stage cluster sampling method, schools are considered as clusters and using Morgan table, 183 people Were randomly selected as the sample.Data were collected using three standardized Questionnaire of Kalshowen et al Ethical Leadership Questionnaires (2011), Spritzer and Mishra Empowerment (1997), and the work engagement of Schoffley and Salanova (2001). SPSS V23 and LISREL V 8. 8 software were used to analyze the data. Findings show that the correlation coefficient between ethical eadership and empowerment (r = 0.637), ethical leadership and work engagement (r = 0.44) and work engagement and empowerment (r = 0.644) and their relationship are meaningful.Also, the results of confirmatory factor analysis with standard coefficients showed that the amount of factor loads between ethical leadership and teacher empowerment is 0.79 and ethical leadership andwork engagement is 1.00 and their relationship is significant. The results of path analysis with standard coefficients showed that the standard path coefficient between ethical leadership and empowerment is 0.47, so the direct effect is significant and the path coefficient between ethical leadership and work engagement is 0.43 and between work engagement and empowerment is 0.60, so the indirect effect between ethical leadership and empowerment is also significant.