Investigating the relationship between organizational culture and psychological empowerment of primary school teachers in Qom province.

The present study was conducted with the aim of investigating the relationship between organizational culture components and psychological empowerment of primary school teachers in Qom province. The method of the current research was descriptive-correlation and applied in terms of purpose. The statistical population of the research included primary school teachers of Qom province, whose number was estimated to be 6378. Sample size was estimated by GPower software and 362 people were selected by simple random method. Two standard questionnaires were used to collect data. The reliability of the questionnaires was evaluated using Cronbach's alpha method, and the value of the alpha statistic of the empowerment questionnaire was 0.77 and the value of the alpha statistic of the organizational culture questionnaire was 0.93, which indicates the appropriate reliability of the tool. Statistical analysis of data was done through Pearson correlation test and multiple regression using SPSS27 software. The findings showed that using simultaneous regression analysis, a significant model was obtained (adjusted R square = 0.622, P < 0.001, F = 60.365). This model justifies 62.2% of the variance. The findings showed that there is no significant relationship between guidance and direction, patterns of communication and relationships, and management support with the empowerment of primary school teachers in Qom province. Also, there was a negative and significant relationship between the two components of reward and identity with teacher empowerment. Positive and significant relationship was seen between other components of organizational culture and teacher empowerment, and the risk-taking component had most significant effect.