The purpose of this study was to develop and validate a professional empowerment model for physical education teachers and to identify the dimensions, components, and structural relationships among factors influencing their professional development. This study employed an exploratory sequential mixed-method design. In the qualitative phase, grounded theory was used to identify the dimensions and components of professional empowerment. The participants consisted of experts in sport management, curriculum studies, physical education, and experienced physical education teachers in Tehran during 2021, of whom 22 individuals were selected through purposive sampling. In the quantitative phase, the statistical population included all physical education teachers in Tehran. Based on Cochran’s formula, 349 teachers were selected through stratified random sampling. Data were collected using semi-structured interviews and a researcher-developed Professional Empowerment Questionnaire. The data were analyzed using exploratory factor analysis, confirmatory factor analysis, structural equation modeling, and the Friedman test through SPSS and AMOS software. The results of exploratory factor analysis revealed that the professional empowerment model consisted of nine major dimensions, including professional competencies, specialized knowledge development, instructional skills, technological capabilities, organizational support, professional motivation, professional interactions, lifelong learning, and educational leadership, which collectively explained 78.56% of the total variance. Confirmatory factor analysis and structural equation modeling demonstrated satisfactory model fit (RMSEA=0.064, CFI=0.95, GFI=0.92). All dimensions had positive and statistically significant effects on professional empowerment (P<0.001). The strongest effects were observed for professional competencies (β=0.84), specialized knowledge development (β=0.79), and instructional skills (β=0.76). Furthermore, the Friedman test indicated that professional competencies represented the most influential dimension of the model. The findings indicated that professional empowerment among physical education teachers is a multidimensional phenomenon influenced by professional, educational, organizational, technological, and motivational factors. The proposed model demonstrated satisfactory structural validity and can serve as a comprehensive framework for designing professional development programs, enhancing teachers’ competencies, and improving the quality of physical education within educational systems.