This study explores how teachers' shared perception of empowerment influences teacher efficacy and organizational commitment in the Chinese Mainland. A two-level hierarchical linear model is used to test the proposed theoretical framework. The results indicated that "professional growth", a school-level teacher empowerment factor, was identified as a significant and positive predictor of school-level means of teacher efficacy. In addition, the teachers' organizational commitment at the school level could be positively predicted by two school-level teacher empowerment factors, impact and "professional growth".