The purpose of this qualitative descriptive study was to explore how school principals in the western region of the U.S. describe district administrators' and teachers' support of their leadership practices. Self-determination theory was the theoretical foundation. The study was guided: RQ1: How do school principals describe district administrators' support of their leadership practices? RQ2: How do school principals describe teachers' support of their leadership practices? Demographic and open-response questionnaire data were collected, and semi-structured interviews were conducted. The sample included 21 participants: 13 school principals for the interviews and 20 school principals for the questionnaires. Braun and Clarke's thematic analysis was implemented using an inductive approach and MAXQDA to organize codes, sub-themes, and themes. Findings that addressed the RQs included six themes. Several themes included discussion of district administrators' supportiveness through providing operational resources, and teachers showing level of supportiveness through respect for leadership. Additional findings that did not address the RQs were that participants supporting teachers' well-being and professional skills. The data analysis results were that principals perceived receiving resources, freedom support, and close relationships with district administrators as well as close relationships and respect of leadership from teachers. Future studies are recommended to conduct this same study with principals with less than one year of experience. The conclusion is also that practices such as district administrators' role-playing conversations to help build principal's communication skills should be used in future practice within schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]