Transformational leadership in relation to job satisfaction and intent to leave: the moderating role of teachers’ job autonomy

Purpose Grounded in self-determination theory and the job demands–resources model, this study examines whether teachers’ job autonomy is associated with their perceptions of transformational leadership and whether it moderates the relationships between transformational leadership and job satisfaction and intent to leave. Design/methodology/approach Data were collected from 324 teachers across 62 schools in Israel's Arab education system using validated questionnaires and a two-stage cluster sampling design. Hierarchical regression and structural equation modeling were employed. Findings Teachers’ job autonomy was positively associated with transformational leadership appraisal across all dimensions. Transformational leadership predicted higher job satisfaction and lower intent to leave, whereas autonomy predicted higher job satisfaction but also higher intent to leave. No moderation effect was found, suggesting that transformational leadership and teachers’ job autonomy operate as parallel rather than interactive resources. Research limitations/implications The cross-sectional design precludes causal inference, and reliance on self-report data raises potential common method bias despite procedural and statistical safeguards. Although the response rate was high, formal assessment of non-response bias was not possible because anonymous data collection prevented early–late respondent comparisons. Separate teacher- and school-level SEM analyses were appropriate for the study design; however, future research should use larger cluster sizes, multilevel SEM and establish cross-level measurement invariance. Future studies should also examine the potential mediating role of teachers' job autonomy and evaluate SDT-grounded autonomy-supportive interventions in educational settings. Practical implications The findings have important implications for school leadership and educational policy. Because transformational leadership independently predicted higher job satisfaction and lower intent to leave, leadership development should institutionalize practices such as individualized support, a shared vision and professional recognition. Because teachers' job autonomy was associated with both higher job satisfaction and greater intent to leave, autonomy-supportive practices should be complemented by organizational support, role clarity, professional development and clear career advancement pathways within schools. Ahmadi et al.'s (2023) need-supportive behavior framework provides an empirically grounded guide for implementing these practices and strengthening teachers' long-term commitment. Social implications In culturally collectivist and hierarchical contexts undergoing professional transformation, leadership and autonomy may play distinct yet parallel roles in shaping teachers’ work experiences. The findings highlight the importance of balancing empowerment with organizational guidance to support teacher well-being and job satisfaction while reducing intent to leave. Because withdrawal intentions appear primarily at the individual level, schools may benefit from tailored support strategies that consider teachers’ diverse personal and professional circumstances. These findings are especially relevant for systems navigating modernization while preserving traditional organizational norms. Originality/value This study extends the emerging literature on teachers’ job autonomy as a boundary condition by suggesting that transformational leadership and teachers’ job autonomy may operate as complementary rather than interactive organizational resources. The findings qualify assumptions derived from self-determination theory and the job demands–resources model while highlighting the autonomy paradox in a collectivist educational context.