The role of perceived autonomy support in principals’ affective organizational commitment and job satisfaction

Abstract

The purpose of this study is to examine the relations between principals’ perceived autonomy support from superintendents, affective commitment to their school districts, and job satisfaction. We also explore possible moderation effects of principals’ career experiences on these relations. Data were collected from K-12 public school principals in the United States ( $$N =$$ 1,501) who completed an online survey. Data were analyzed using hierarchical regression analyses. The results indicate that principals are more likely to be affectively committed to their school districts and more satisfied with their jobs when they perceive their superintendents as more autonomy supportive. In addition, we found a significant interaction between perceived autonomy support and years of employment by current school districts indicating that the relation between autonomy support and affective commitment is particularly important for principals with fewer years of experience in their current school districts. The results of the present study suggest that superintendents should work to ensure that principals perceive a sense of encouragement, understanding, and decision-making support, especially principals with less experience in the school district.