In the spirit of educational reform, the purpose of this paper is to review the literature and present six empirically derived dimensions underlying the construct of teacher empowerment. The dimensions were obtained from a study conducted on school empowerment in nine school districts across the country from 1989 to 1992. Empowerment has been defined as the process whereby school participants develop the competence to take charge of their own growth and resolve their own problems. Dimensions of teacher empowerment refer to: (1) participation of teachers in critical decisions that directly affect their work; (2) teacher impact as an indicator of influencing school life; (3) teacher status concerning professional respect from colleagues; (4) autonomy or teachers' beliefs that they can control certain aspects of their work life; (5) professional development opportunities to enhance continuous learning and expand one's skills; and (6) self-efficacy, the perception of having the skills and ability to help students learn. These dimensions advance the discussion of teacher empowerment beyond mere rhetoric and provide a framework for developing strategies to help teachers become more empowered in their work lives. (Contains 20 references.) (LL)