caa a22 4500 606239545 CHVBK 20210128101303.0 cr unu---uuuuu 210128e20150601xx s 000 0 eng 10.1007/s11218-014-9289-z doi (NATIONALLICENCE)springer-10.1007/s11218-014-9289-z The role of perceived autonomy support in principals' affective organizational commitment and job satisfaction [Elektronische Daten] [Yujin Chang, Nicole Leach, Eric Anderman] 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 ( $$N =$$ 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. Springer Science+Business Media Dordrecht, 2015 Principal perceived autonomy nationallicence Superintendent autonomy support nationallicence Affective organizational commitment nationallicence Job satisfaction nationallicence Self-determination theory nationallicence Chang Yujin Department of Educational Studies, The Ohio State University, 121 Ramseyer Hall, 29 West Woodruff Avenue, 43210, Columbus, OH, USA aut Leach Nicole Department of Counseling and Educational Psychology, Department of Educational Leadership and Foundations, Mississippi State University, Starkville, MS, USA aut Anderman Eric Department of Educational Studies, The Ohio State University, 121 Ramseyer Hall, 29 West Woodruff Avenue, 43210, Columbus, OH, USA aut Social Psychology of Education Springer Netherlands 18/2(2015-06-01), 315-336 1381-2890 18:2<315 2015 18 11218 https://doi.org/10.1007/s11218-014-9289-z text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-014-9289-z text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Chang Yujin Department of Educational Studies, The Ohio State University, 121 Ramseyer Hall, 29 West Woodruff Avenue, 43210, Columbus, OH, USA aut NATIONALLICENCE 700 1- Leach Nicole Department of Counseling and Educational Psychology, Department of Educational Leadership and Foundations, Mississippi State University, Starkville, MS, USA aut NATIONALLICENCE 700 1- Anderman Eric Department of Educational Studies, The Ohio State University, 121 Ramseyer Hall, 29 West Woodruff Avenue, 43210, Columbus, OH, USA aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/2(2015-06-01), 315-336 1381-2890 18:2<315 2015 18 11218