Principal-Teacher Management Communication and Teachers' Job Performance: The Mediating Role of Psychological Empowerment and Affective Commitment

• In Event: The Role of Emotion in Teacher Learning and Instruction

Abstract

This research aimed to study the influence of principal-teacher management communication on teachers’ psychological empowerment, affective commitment, job performance, and the role that psychological empowerment and affective commitment plays in principal-teacher management communication and teacher performance. The participants were 868 teachers in primary and secondary schools in Beijing, Hubei and other provinces in China. SPSS syntax was used to test the intermediary role of psychological empowerment and affective commitment with the bootstrap test. The study found that principal-teacher management communication can significantly predict teachers’ psychological empowerment, affective commitment and job performance. In addition, psychological empowerment and affective commitment partially mediate managerial communication and teacher performance.

Authors

• Jihai Yao, Beijing Normal University

• YUSHI YOU