The present study has aimed to design and examine a pattern of antecedents of psychological empowerment with self-efficacy, as the predictor, in teachers of Khoramabad city. This study is a correlational research conducted using structural equations modelling. The statistical population of this study has been composed of 10th grade teachers of Khoramabad city. 385 of these teachers were selected as the statistical sample of the study using the multi-stage cluster sampling. Research tools include Spreitzer and Mishra’s Psychological Empowerment Scale, Hersey and Blanchard Leadership Style Scale, Research-made structural empowerment and Tschannen-Moran, Woolfolk Hoy, and Hoy teacher self-efficacy scale. Analyses of structural equation modelling have supported the fitness of the recommended pattern with the data. The findings have shown that the among leadership styles, the relationship between the delegating (Laissez-Faire) and telling leadership styles and self-efficacy was significant, but the relationship between self-efficacy and participating and telling leadership styles was not significant. The results have also suggested that telling and participating leadership styles have direct, positive and significant effect on psychological empowerment. Moreover, indirect effects of telling and delegating leadership styles on psychological empowerment were significant with the mediation of self-efficacy. However, the results have not been indicative of a direct and significant relationship between structural empowerment and psychological empowerment.
