At present, the education in rural areal is the keystone and difficulty of the reform of education. Researchers are gradually paying more and more attention to the education in rural areal (Teng, 2010). However, previous studies have shown that the education in rural areal is still at a lower level compared with that in urban area (Wang, 2010). As we all know, school principals are the soul of schools, the ensurance for schools’ development and innovation. Studies have shown that job satisfaction of principals has important effect on school’s development (Hayes et al, 2015). So, it is important to find “what” could influence the job satisfaction of principals, and find “how” it influence the job satisfaction of principals in rural school. The aim of this study is to investigate the factors affecting job satisfaction of principals in rural school and the potential mechanisms of these factors. Empowerment represents a crucial theoretical framework and value orientation for community psychology, public health, social work and other disciplines (Gutierrez,1990; Rappaport, 1987). For community psychology, empowerment is an active process where individuals, organizations and communities can act to shape the environments they inhabit, to gain control of their lives and to work for social justice. Researches have shown that psychological empowerment could predict job satisfaction of principals in rural school positively, but seldom research have studied the mechanism between psychological empowerment and job satisfaction of principals in rural school. The present study constructed a moderated mediation model to examine the effect of psychological empowerment, professional identity and intelligence emotion on job satisfaction of principals in rural school. Specifically, the present study examined whether psychological empowerment would indirectly related to job satisfaction of principals in rural school through professional identify, and whether the mediation was moderated by intelligence emotion. It was necessary to explore the mechanism of the effect of psychological empowerment on job satisfaction of principals in rural school, and the results could help improving the job satisfaction of principals in rural school. At present, the education in rural areal is the keystone and difficulty of the reform of education. Researchers are gradually paying more and more attention to the education in rural areal (Teng, 2010). However, previous studies have shown that the education in rural areal is still at a lower level compared with that in urban area (Wang, 2010). As we all know, school principals are the soul of schools, the ensurance for schools’ development and innovation. Studies have shown that job satisfaction of principals has important effect on school’s development (Hayes et al, 2015). So, it is important to find “what” could influence the job satisfaction of principals, and find “how” it influence the job satisfaction of principals in rural school. The aim of this study is to investigate the factors affecting job satisfaction of principals in rural school and the potential mechanisms of these factors. Empowerment represents a crucial theoretical framework and value orientation for community psychology, public health, social work and other disciplines (Gutierrez,1990; Rappaport, 1987). For community psychology, empowerment is an active process where individuals, organizations and communities can act to shape the environments they inhabit, to gain control of their lives and to work for social justice. Researches have shown that psychological empowerment could predict job satisfaction of principals in rural school positively, but seldom research has studied the mechanism between psychological empowerment and job satisfaction of principals in rural school. The present study constructed a moderated mediation model to examine the effect of psychological empowerment, professional identity and intelligence emotion on job satisfaction of principals in rural school. Specifically, the present study examined whether psychological empowerment would indirectly related to job satisfaction of principals in rural school through professional identify, and whether the mediation was moderated by intelligence emotion. It was necessary to explore the mechanism of the effect of psychological empowerment on job satisfaction of principals in rural school, and the results could help improving the job satisfaction of principals in rural school. To explore the mechanism between psychological empowerment and job satisfaction of principals in rural school, a sample of 269 principals in rural area (M=40.12 years, SD=8.01) was recruited in the study to complete psychological empowerment scale, professional identity scale, emotion intelligence scale and job satisfaction scale. The results indicated that: (1) Professional identity mediated the effect of psychological empowerment on job satisfaction of principals in rural school. Psychological empowerment could directly influence job satisfaction of principals in rural school, as well as through influenced professional identity, ultimately influenced job satisfaction of principals in rural school.(2) Emotion intelligence moderated the effect of professional identity on job satisfaction of principals in rural school. Professional identity and emotion intelligence played a moderated mediation effect between psychological empowerment and job satisfaction of principals in rural school.