The present study was conducted with the aim of developing a model for empowering good and transcendent governance in the education system. This research employed a qualitative approach, utilizing two methods: meta-synthesis and thematic analysis. The study population consisted of two parts: for the meta-synthesis, books, articles, dissertations, and relevant documents were reviewed; for the thematic analysis, expert participants were selected—experienced education professionals with relevant academic backgrounds. Using purposive theoretical sampling and following the saturation principle, interviews were conducted with seven individuals. Data collection was carried out using a meta-synthesis data sheet and a semi-structured interview protocol. Thematic analysis was employed for data analysis, through which basic, organizing, and global themes were extracted. To ensure the confirmability and transferability of the findings, researcher self-audit and a structured process of documentation and reporting were applied. The findings indicated that the model for empowering good and transcendent governance in education comprises three dimensions. The "good governance" dimension includes components such as rule of law and respect for regulations, responsibility and accountability, clarity and transparency, participation and consensus, effectiveness and efficiency, capacity building, value development, and predictability. The "transcendent governance" dimension encompasses components such as a theocentric worldview, ethics-based leadership, people-centeredness, legitimacy and acceptability, effectiveness, and both material and spiritual perfection. Finally, the empowerment strategies identified include training and professional development, collaborative professional learning communities, individual development planning, and the enhancement of coaching and mentoring systems.