The present research has aimed to present a model for and identify the dimensions and components of empowering developmental coaches and deputies in high schools. Taking a mixed, exploratory approach, the research used the strategy derived from grounded theory in the qualitative section, while a descriptive-survey method was used in the quantitative section. The statistical population for the first phase -- the qualitative section -- consisted of experts and authorities on developmental education. In order to achieve the preliminary model, 50 individuals were selected by means of purposive sampling, after which ten individuals were interviewed and data saturation was achieved. For the second phase, i.e. the quantitative section, employees and coaches from the Ministry of Education were selected from the staff of the province of Ilam by means of stratified random sampling (N = 169). The research tools consisted of semi-structured interviews for the qualitative phase and researcher-made questionnaires (derived from the interview transcripts) for the quantitative phase. To begin with, the researcher has observed the dependability of the research and used Cronbach's alpha to determine the reliability of the questionnaire (α = 0.96). The questionnaire was also validated by means of the comments provided by professors and authorities. Data analysis was first done by means of Bartlett's test, and the KMO coefficient was used for internal correlation, determining the sample adequacy as 0.92. Subsequently, the conceptual model derived from the qualitative phase was put to the test and verified by means of structural equation modeling. The findings of the present research showed environmental factors, contextual conditions, intervening circumstances, strategic factors and consequences to be influential upon the empowerment of developmental coaches and deputies.