The purpose of this study is to explore the validity and reliability of the School Participant Empowerment Scale amongst science and mathematics teachers. Using a sample of 257 elementary and secondary teachers, the study used exploratory and confirmatory factor analysis to examine the validity of the instrument. We began by trying to confirm the hypothesised structure using confirmatory factor analysis, but were unable to do so. A subsequent exploratory factor analysis produced a structure that differed somewhat from the original structure. A six-factor solution emerged, but the items loaded differently than the original structure. We have named the emergent factors: "Self-efficacy", "Decision-making autonomy", "Professionalism", "Scheduling autonomy", "Influence" and "Authority". The results raise questions about the scale for measuring empowerment amongst science and mathematics teachers. Future work should seek to replicate our findings with a larger sample and consider developing items relating to professional knowledge.