: Contributions of Principals' Emotional Competencies and Transformational Leadership Practices to Vocational High School Teachers Empowerment. This study was intended to empirically investigate the indirect effect of principals' emotional competencies on teacher empowerment through the transformational leadership practiced by the principals. Data were collected from 243 teachers working at 74 Vocational High Schools (VHS) in territory of Malign Ray. Teachers' perceived questionnaires adapted from Emotional Competencies Inventory (ECI), Transformational Leadership Scale (TLS), and School Participants Empowerment Scale (SPES) were used to collect the data. Using Structural Equation Modeling (SEM) and AMOS 7.0, the study found that: (1) emotional competencies directly affect to the transformational leadership practiced by VHS principals, (2) principals' transformational leadership practices directly positive affect teacher empowerment, and (3) emotional competencies indirectly affect teacher empowerment through transformational leadership practiced by VHS principals.