Autonomy-supportive leadership is defined by school leadership emphasizing practices that encourage active participation, input, and involvement from teachers, while making sure that any changes benefit each individual teacher, and address the needs of each teacher.

Teachers who perceive that their leaders are using autonomy-supportive techniques are much more likely to report greater buoyancy, less work stress, and less emotional exhaustion.

Comparatively, there tends to be a lot more research on autonomy-supportive leadership, and the study lists this as a limitation of the paper.

In this particular study, autonomy-supportive leadership was expected to be positively associated with workplace buoyancy and negatively associated with somatic outcomes.