Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment

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We investigated the extent to which perceived autonomy support (PAS) is associated with adaptability and, in turn, whether both are associated with emotional exhaustion and work disengagement. The associations that all four factors have with organizational commitment were also examined. With a sample of 164 Australian secondary school teachers, we conducted structural equation modeling. Findings showed that PAS was positively associated with adaptability, and negatively associated with exhaustion and disengagement. Adaptability was negatively associated with disengagement. Finally, PAS (positively), exhaustion (negatively), and disengagement (negatively) were associated with organizational commitment. Together, the findings shed light on teachers’ workplace experiences and outcomes.