Abstract: 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.

Key words: psychological empowerment, professional identity, emotion intelligence, job satisfaction

摘要： 基于授权认知模型、社会认同理论等理论考察了心理授权对农村小学校长工作满意度的影响以及职业认同的中介效应和情绪智力的调节效应。采用心理授权量表、职业认同量表、情绪智力量表与工作满意度量表对随机抽取的269名农村小学校长进行调查。结果显示：（1）心理授权、职业认同、情绪智力与工作满意度这四个变量均两两正相关；（2）心理授权、职业认同会正向预测农村小学校长工作满意度，心理授权会正向预测职业认同；（3）职业认同在心理授权与工作满意度之间起中介作用；（4）情绪智力调节了职业认同对农村小学校长工作满意度的影响。因此，心理授权对农村小学校长工作满意度的影响是一个有调节的中介效应。

关键词: 心理授权 职业认同 情绪智力 工作满意度