The purpose of this study was to determine the profile of an empowering school culture (ESC) with respect to the perceptions of teachers. Qualitative methods and techniques were used in the study, which is phenomenological in terms of research designs used in qualitative researches. The participants in the study were 43 secondary school teachers working in the Gaziantep province of Turkey. Study data were acquired via a semistructured interview technique. Content and frequency analyses were applied on the acquired data, finding that the dominant characteristics of ESC emphasise a sense of confidence, change, innovation and collaborative management. Teacher efficacy, job satisfaction, strong social relationships and leadership of the school principal are the primary generated characteristics of ESC as results of the reflections of empowerment. Therefore, it is concluded that ESC is both change and pragmatism oriented. Based on the results of the study, it is suggested that school principals should not refrain from sharing their responsibilities with teachers and should build close relationships with them in order to gain their trust.