An investigation of levels and consequences of lesson-study-based empowerment teachers and test of intervening role of facilitating factors; report of a mixed-method research

This study aimed at discovering,qualitatively, levels, consequences, and facilitating factors of lesson-study-based empowerment , and investigating, quantitatively, intervening role of facilitating factors on consequences of primary school teachers' empowerment . During qualitative stage, using purposeful sampling strategies, related texts were extracted from upper-hand documents, bylaws, theoretical backgrounds , and interviews with participants (n=13). Then, levels, consequences, and facilitators of empowerment were detected through inductive content analysis . In quantitative stage, first, the qualitative data were turned into a questionnaire, face and content validity of which were approved based on scholarly remark. Construct validity was calculated by distributing the questionnaire among 676 teachers. Second , to determine the intervening role of facilitating factors, a standardized questionnaire was distributed among some teachers , head teachers, administrative experts and scholars participating in the qualitative phase (n=223), all being selected based on judgmental sampling. The results of structural equations modeling revealed that the effect of predictive variables (levels of empowerment and facilitators) on dependent variable (consequences) was statistically positive and significant (p≤05). Based on the GOF standard, the general fitness of the model was calculated to be strong (0.583). The intervening role of facilitators, was completely confirmed based on the results of Sobel Test (9.18). Furthermore, the results of the VAF Test showed that the intervening variable had an intermediate effect intensity in the model.