The principal is regarded as an imperative leading force for school success (Leithwood & Seashore-Louis, 2011). Through the principal’s leadership, schools can create optimal conditions to support student learning by fostering positive social interaction and stimulating intellectual development (Dimmock, 2013; Robinson, Lloyd, & Rowe, 2008). A school’s organizational learning (Schechter, 2008) of maintaining effectiveness or transforming from failure to success needs consistent focus and continuous effort guided by school leaders (Fuller, Young, & Baker, 2007; Louis, Dretzke, & Wahlstrom, 2010). However, principals’ turnover will potentially interrupt or even terminate the process because of inconsistency in school goals, missions, and efforts (Baker, Punswick, & Belt, 2010; Miller, 2013). Retaining experienced principals is fundamental for school success (Printy, 2010). However, a report (Markow, Lara, & Helen, 2013) by Metlife revealed that regardless of demographic backgrounds, almost three-quarters of principals in the US indicated that their jobs had become too complicated. This same survey conducted since 2001 indicated the principal turnover intention was at a historical high that one-third was likely to leave the job in five years. The increase of principal turnover rate (Clifford & Chiang, 2016; Palmer, Watch, & Gibson, 2017) has resulted in extra costs and labor for schools to fill the vacancy. In addition, excessive principal turnover is also associated with increased teacher turnover and decreased student outcomes (Fuller et al., 2007; Miller, 2009). Such negative effects of high principal turnover are even more notable and detrimental in low-performing and minority-student dominant schools (Béteille, Kalogrides, & Loeb, 2012). To prevent principal turnover, it is strategically important to find out principals’ attitudes toward the job before they leave. Job satisfaction (JS) and organizational commitment (OC) are two essential indicators for this purpose because job turnover intention is closely related to JS and OC (Aydogdu & Asikgil, 2011). Therefore, delving in the status and antecedents of these two job-related psychological features are crucial in providing supportive interventions. In addition, JS and PC are important factors that influence organizational empowerment (Humborstad & Perry, 2011), in-role behaviors (Williams & Anderson, 1991) and performance (Judge, Thoresen, Bono, & Patton, 2001). Therefore, the research on the principal JS and OC is vital not only for preventing turnover, but also for increasing principal effectiveness. Fig. 1 illustrates such relationship. Despite the importance, there is surprisingly limited research for the topic. To date, researchers have been exclusively interested in JS and OC of teachers while mostly overlooking JS and OC of school leaders (Dude, 2012). There are only few studies that have provided empirical evidence on influential factors of principal JS and OC respectively (Chang, Leach, & Anderman, 2015; Eckman, 2004; Federici & Skaalvik, 2012; Suman & Srivastava, 2012). Given that JS and OC are related to each other (Liu & Printy, 2017), there is little evidence regarding how determining factors are related to JS and OC by controlling the covariance between them.