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

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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Funding

This study is funded by 2019 Comprehensive Discipline Construction Fund of Faculty of Education, Beijing Normal University (2019LWFB007) and Beijing Education Science “13th Five-Year Plan” Major Project (AAFA16004).

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Correspondence to Jihai Yao.

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Yao, J., You, Y. & Zhu, J. Principal–Teacher Management Communication and Teachers’ Job Performance: The Mediating Role of Psychological Empowerment and Affective Commitment. Asia-Pacific Edu Res 29, 365–375 (2020). https://doi.org/10.1007/s40299-019-00490-0

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Keywords

  • Principal–teacher management communication
  • Job performance
  • Psychological empowerment
  • Affective commitment