This research is based on Spititzer’s (1995,1996) theory and aims to explore the relationships between related factors among psychological functions of the school organization with its psychological empowerments. 250 principals of Tehran High schools (girls and boys) were selected randomly. The measurement tool consisted of two questionnaires: the first one for measuring psychological empowerment (Spititzer, 1995), and the second for gauging psychological functions of the school. The findings of this research were obtained by utilizing structural equations analysis. The results obtained indicate that: the suggested model possesses the required fitness such that goodness of fit indicators depict relatively good fitness between the model and the observable data. The findings show that, in spite of moderator variable’s impact in providing better conditions for the model, empowerment as an independent variable has direct relationship with psychological functions. Therefore psychological empowerment has an effective role in explication of psychological functions variance. Identification of psychological functions as a construct with four different indicators (participative climate, change and innovation, teamwork and commitment) was one of the other important findings of recent research. So one can conclude that psychological functions is a multidimensional concept