The Role of Perceived Autonomy Support in Principals’ Affective Organizational Commitment and Job Satisfaction

• In Event: Roundtable Session 116
  In Roundtable Session: Onward! Leading the Charge: Principal Capacity and Effectiveness

Abstract

Under the framework of self-determination theory, this study examined the role of principals’ perceived autonomy support from their superintendents in their affective commitment to their school district and their job satisfaction. A total of 125 school principals completed an online survey where their perceived autonomy support from their superintendents, affective organizational commitment, and their job satisfaction were measured. The results of hierarchical regression analyses showed that perceived autonomy support was a significant predictor of both principals’ affective commitment to their school district and their job satisfaction. The significant interaction between perceived autonomy support and school district size indicates that the relations of autonomy-support to affective commitment are particularly important in large school districts. The implications of the findings were discussed.

Authors

• Yujin Chang, The Ohio State University

• Nicole Leach, The Ohio State University

• Eric M. Anderman, The Ohio State University