This study aimed to identify the criteria and indicators of an empowering school from the perspective of primary school principals and teachers in Piranshahr city. The present study was conducted with a qualitative approach and phenomenological method in the academic year 2024-2025. The research population included male and female primary school principals and teachers who were selected in a purposeful and criterion-based manner. The sampling process continued until data saturation was reached، and a total of 20 semi-structured interviews were conducted based on the developed protocol. The data were analyzed based on the method proposed by Croswell (1998). The findings showed that the criteria and indicators of an empowering school can be classified into three main axes: structural factors، contextual factors، and behavioral factors; each of which includes numerous subcomponents. The results showed that empowering schools have a multidimensional nature and their realization requires a comprehensive approach that simultaneously covers structural، contextual، and behavioral dimensions. Accordingly، the research findings can provide practical guidance for educational policymakers and school administrators in designing and implementing school empowerment programs.