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. SEM was used to examine the mediating role of psychological empowerment and affective commitment. The study found that principal–teacher management communication can significantly predict teachers’ psychological empowerment, affective commitment. In addition, psychological empowerment and affective commitment partially mediate managerial communication and teacher performance.
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