The aim of the research is to study the relationship between the teacher's empowerment and their professional satisfaction, as well as to identify the differences between male and female teachers in the delegation of authority and to identify the differences in the different teaching in the three stages (primary, middle and secondary) in the delegation of authority. Finally, can the teacher’s professional satisfaction be predicted from the dimensions of delegation of authority? (405) male and female teachers from the Sharkia governorate were chosen in the three primary, preparatory, and secondary stages of males and females. Their numbers were 129 (68 teachers, 61 male teachers) from the elementary stage, 154 (77 male and female teachers) from the preparatory stage, 122 (77 male and female teachers, 45). Teacher) from high school, Research tools were applied to them, such as the scale of the teacher's empowerment scale prepared by researchers and the scale of satisfaction with the profession, and empirical factor analysis was used to calculate the validity of the scale of the teacher's empowerment to the Alpha coefficients of "Kronbach", and the mid-segmentation coefficient of "Spearman Brown" as well as correlation coefficients as statistical methods to ensure the accuracy of And the stability of the two scales. T-test, variance and correlation coefficients, and multiple regression analysis were also used to validate the hypotheses. Through this, the following results were reached: The absence of significant differences between the degrees of male and female teachers in the teacher's empowerment in its various dimensions, and the absence of statistically significant differences in the teacher's empowerment among teachers due to the educational stage in which they work (primary, preparatory, secondary). And the presence of a statistically significant positive relationship between the teacher’s professional satisfaction and all sub-dimensions and the overall score of the teacher’s delegation of authority scale. Finally, it was concluded that the teacher’s professional satisfaction can be predicted through only two dimensions of the teacher's empowerment: professional growth and Status.