Although teacher emotion has been recognized as one important factor affecting teaching, learning, and teachers’ wellbeing, less attention has been paid to its role in school management. As an emotional perspective of explaining organizational behavior, the Affective Event Theory was used to uncover the emotional mechanism of the associations between leader feedback quality and teacher voice behavior. A sample of 491 teachers from 27 primary and secondary schools participated in this study. A moderated mediation model was used in data analysis. The result demonstrated that: First, leader feedback quality was positively associated with teacher voice behavior. Second, teacher positive emotion mediated the relationship between leader feedback quality and teacher voice behavior while teacher negative emotion played a masking effect. Third, leader feedback accuracy moderated the relationship between leader feedback quality and teacher negative emotion.
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