Skip to main content
SpringerLink
Log in

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

  • Published:
Social Psychology of Education Aims and scope Submit manuscript

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Adamowski, S., & Petrilli, M. J. (2007). Confronting the autonomy gap. Principal, 87(2), 46–49.

    Google Scholar 

  • Allen, N. J., & Meyer, J. P. (1990). The measurement of antecedents of affective, continuance, and normative commitment to the organization. Journal of Occupational Psychology, 63, 1–18.

    Article  Google Scholar 

  • Allen, N. J., & Meyer, J. P. (1996). Affective, continuance, and normative commitment to the organization: An examination of construct validity. Journal of Vocational Behavior, 49(3), 252–276.

    Article  Google Scholar 

  • Anderman, E. M. (2012). Adolescence. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA handbook of educational psychology: Applications to learning and teaching (Vol. 3, pp. 43–61). Washington, DC: American Psychological Association.

    Chapter  Google Scholar 

  • Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287–309.

    Article  Google Scholar 

  • Andrews, F. M., & Withey, S. B. (1976). Social indicators of well-being: Americans’ perceptions of life quality. New York: Plenum.

    Book  Google Scholar 

  • Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork. The British Journal of Educational Psychology, 72, 261–278.

    Article  Google Scholar 

  • Aube, C., Rousseau, V., & Morin, E. M. (2007). Perceived organizational support and organizational commitment: The moderating effect of locus of control and work autonomy. Journal of Managerial Psychology, 229, 479–495.

    Article  Google Scholar 

  • Baard, P. P., Deci, E. L., & Ryan, R. M. (2004). Intrinsic need satisfaction: A motivational basis of performance and well-being in two work settings. Journal of Applied Social Psychology, 34, 2045–2068.

    Article  Google Scholar 

  • Barry, A., Friedman, M., & Markow, D. (2008). Predictors of principals’ satisfaction with their schools. Journal of Educational Administration, 46(5), 598–612.

    Article  Google Scholar 

  • Bridge, R. G. (1974). Nonresponse bias in mail surveys: The case of the department of defense post-service survey. Santa Monica: Rand.

    Google Scholar 

  • Clark, D. (2009). The performance and competitive effects of school autonomy. Journal of Political Economy, 117(4), 745–783.

    Article  Google Scholar 

  • Colarelli, S. M., Dean, R. A., & Konstans, C. (1987). Comparative effects of personal and situational influences on job outcomes of new professionals. Journal of Applied Psychology, 72, 558–566.

    Article  Google Scholar 

  • Connelly, G. (2009). Balancing accountability with autonomy and authority. Principal, 88(4), 64.

    Google Scholar 

  • Deci, E. L., Connell, J. P., & Ryan, R. M. (1989). Self-determination in a work organization. Journal of Applied Psychology, 74(4), 580–590.

    Article  Google Scholar 

  • Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The self-determination theory perspective. Journal of Personality, 62, 119–142.

    Article  Google Scholar 

  • Deci, E. L., & Moller, A. (2005). The concept of competence: A starting place for understanding intrinsic motivation and self-determinated extrinsic motivation. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (pp. 579–597). New York: Guilford Press.

    Google Scholar 

  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

    Book  Google Scholar 

  • Deci, E. L., & Ryan, R. M. (2002). An overview of self-determination theory: An organismic-dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–36). Rochester, NY: University of Rochester Press.

    Google Scholar 

  • Deci, E. L., Ryan, R. M., Gagné, M., Leone, D. R., Usunov, J., & Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country. Personality and Social Psychology Bulletin, 27, 930–942.

    Article  Google Scholar 

  • Dunham, R. B., Grube, J. A., & Castaneda, M. B. (1994). Organizational commitment: The utility of an integrative definition. Journal of Applied Psychology, 79, 370–380.

    Article  Google Scholar 

  • Eckman, E. W. (2004). Similarities and differences in role conflict, role commitment, and job satisfaction for female and male high school principals. Educational Administration Quarterly, 40(3), 366–387.

    Article  Google Scholar 

  • English, B., & Charlon, C. (2011). Strengthening affective organizational commitment: The influence of fairness perceptions of management practices and underlying employee cynicism. Health Care Manager, 30(1), 29–35.

    Article  Google Scholar 

  • Goodwin, R. H., Cunningham, M. L., & Childress, R. (2003). The changing role of the secondary principal. Nassp Bulletin, 87(634), 26–42.

    Article  Google Scholar 

  • Graham, M. W., & Messner, P. E. (1998). Principals and job satisfaction. International Journal of Educational Management, 12(5), 196–202.

    Google Scholar 

  • Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner resources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83(4), 508–517.

    Article  Google Scholar 

  • Groves, R. M. (2006). Nonresponse rates and nonresponse bias in household surveys. Public Opinion Quarterly, 70(5), 646–675.

    Article  Google Scholar 

  • Hardré, P. L., & Reeve, J. (2009). Training corporate managers to adopt a more autonomy-supportive motivating style toward employees: An intervention study. International Journal of Training and Development, 13(3), 165–184.

    Article  Google Scholar 

  • Hawkins, W. D. (1998). Predictors of affective organizational commitment among high school principals (Doctoral dissertation). Retrieved from http://scholar.lib.vt.edu/theses/available/etd-32298-1310/unrestricted/DISSERTATION.PDF

  • Herr, K. (1999). The symbolic use of participation: Co-opting change. Theory into Practice, 38, 235–240.

    Article  Google Scholar 

  • Luyckx, K., Goossens, L., Duriez, B., & Vansteenkiste, M. (2009). Basic need satisfaction and identity formation: Bridging self-determination theory and process-oriented identity research. Journal of Counseling Psychology, 56(2), 276–288.

    Article  Google Scholar 

  • Lynch, M. F., Plant, R. W., & Ryan, R. M. (2005). Psychological needs and threat to safety: Implications for staff and patients in a psychiatric hospital for youth. Professional Psychology, 36, 415–425.

    Article  Google Scholar 

  • Mathieu, J. E., & Zajac, D. M. (1990). A review and meta-analysis of the antecedents, correlates, and consequences of organizational commitment. Psychological Bulletin, 108, 171–194.

    Article  Google Scholar 

  • Milyavskaya, M., & Koestner, R. (2011). Psychological needs, motivation, and well-being: A test of self-determination theory across multiple domains. Personality and Individual Differences, 50(3), 387–391.

    Article  Google Scholar 

  • Minnaert, A., Boekaerts, M., & de Brabander, C. (2007). Autonomy, competence, and social relatedness in task interest within project-based education. Psychological Reports, 101(2), 574–586.

    Article  Google Scholar 

  • Mitchell, C. M. (2010). Job satisfaction of elementary principals in large urban communities (Doctoral dissertation). Retrieved from http://ecommons.txstate.edu/cgi/viewcontent.cgi?article=1011&context=eapstad&sei-redir=1#search=%22Mitchell%2C%20Job%20satisfaction%20elementary%20principals%20large%20urban%20communities%22

  • Morrison, G. M., & Allen, M. R. (2007). Promoting student resilience in school contexts. Theory Into Practice, 46, 162–169.

    Article  Google Scholar 

  • Morrow, P. (2011). Managing organizational commitment: Insights from longitudinal research. Journal of Vocational Behavior, 79(1), 18–35.

    Article  Google Scholar 

  • Mowday, R. T., Steers, R. M., & Porter, L. W. (1978). The measurement of organizational commitment: A progress report. Eugene, OR: Graduate School of Management, University of Oregon.

    Google Scholar 

  • National Center for Education Statistics. (2013). Number, highest degree, average years of experience, and salaries of principals in public and private elementary and secondary schools, by selected characteristics: 1993–94, 2003–04, and 2011–12. Retrieved September 12, 2014 from http://nces.ed.gov/programs/digest/d13/tables/dt13_212.10.asp

  • Newby, J. E. (1999). Job satisfaction of middle school principals in Virginia (Doctoral dissertation). Retrieved from http://scholar.lib.vt.edu/theses/available/etd-031899-164059/unrestricted/BIBLIO2.PDF

  • Oplatka, I., & Mimon, R. (2008). Women principals’ conceptions of job satisfaction and dissatisfaction: An alternative view? International Journal of Leadership in Education, 11(2), 135–153.

    Article  Google Scholar 

  • Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95(2), 375–392.

    Article  Google Scholar 

  • Rentsch, J. R., & Steel, R. P. (1992). Construct and concurrent validation of the Andrews and Withey Job Satisfaction Questionnaire. Educational and Psychological Measurement, 52, 357–367.

    Article  Google Scholar 

  • Riketta, M. (2002). Attitudinal organizational commitment and job performance: A meta-analysis. Journal of Organizational Behavior, 23(3), 257–266.

    Article  Google Scholar 

  • Rousseau, V., & Aubé, C. (2010). Social support at work and affective commitment to the organization: The moderating effect of job resource adequacy and ambient conditions. Journal of Social Psychology, 150(4), 321–340.

    Article  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and wellbeing. American Psychologist, 55, 68–78.

    Article  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 171–196). New York, NY: Routledge.

    Google Scholar 

  • Shapira-Lishchinsky, O. (2010). School ethical climate and teachers’ voluntary absence. Journal of Educational Administration, 48(2), 164–181.

    Article  Google Scholar 

  • Sodoma, B., & Else, D. (2009). Job satisfaction of Iowa public school principals. Rural Educator, 31(1), 10–18.

    Google Scholar 

  • Steinberg, M. (2014). Does greater autonomy improve school performance? Evidence from a regression discontinuity analysis in Chicago. Education Finance and Policy, 9(1), 1–35.

    Article  Google Scholar 

  • Vansteenkiste, M., Niemiec, C., & Soenens, B. (2010). The development of the five mini theories of self-determination theory: An historical overview, emerging trends, and future directions. In T. Urdan & S. Karabenick (Eds.), Advances in motivation and achievement: The decade ahead (Vol. 16, pp. 105–166). Bingley, UK: Emerald Publishing.

  • Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767–779.

    Article  Google Scholar 

  • Williams, G. C., Grow, V. M., Freedman, Z., Ryan, R. M., & Deci, E. L. (1996). Motivational predictors of weight loss and weight-loss maintenance. Journal of Personality and Social Psychology, 70, 115–126.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational Studies, The Ohio State University, 121 Ramseyer Hall, 29 West Woodruff Avenue, Columbus, OH, 43210, USA

    Yujin Chang & Eric M. Anderman

  2. Department of Counseling and Educational Psychology, Department of Educational Leadership and Foundations, Mississippi State University, Starkville, MS, USA

    Nicole Leach

Authors
  1. Yujin Chang
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Nicole Leach
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Eric M. Anderman
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Yujin Chang.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Chang, Y., Leach, N. & Anderman, E.M. The role of perceived autonomy support in principals’ affective organizational commitment and job satisfaction. Soc Psychol Educ 18, 315–336 (2015). https://doi.org/10.1007/s11218-014-9289-z

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11218-014-9289-z

Keywords

Search

Navigation