In a groundbreaking study published in BMC Psychology, researchers have unveiled a critical psychological mechanism influencing the organizational commitment of physical education and sports teachers: the mediating role of isolation and marginalization shaped by trust in school principals. This innovative research deepens our understanding of how interpersonal dynamics within educational institutions impact teacher engagement and retention, emphasizing the crucial position of trust and the insidious effects of social exclusion at work.
At the heart of this study lies a nuanced exploration of the relationship between school leadership and teacher commitment. Trust has long been recognized as a foundational element in effective leadership, but its direct and indirect pathways influencing organizational commitment are less explored, particularly through the psychosocial experiences of educators. The research team, led by Seçer, Malli, and Ekinci, embarked on a methodologically robust journey to map how feelings of isolation and marginalization mediate this dynamic, shedding light on the psychological undercurrents that either consolidate or erode teachers’ attachment to their professional communities.
Physical education and sports teachers represent a unique cohort whose professional experiences often diverge from those of their colleagues in core academic subjects. Their roles frequently involve distinct challenges, including peripheral positioning within school dynamics and less frequent interaction with administrative leadership. This contextual background makes the investigation into how trust in principals affects this group’s organizational commitment especially compelling. The study’s findings resonate beyond this particular subset of educators, offering universal insights into school culture and teacher well-being.
Methodologically, the research utilized a combination of quantitative survey instruments and advanced statistical modeling to trace the mediating effect of isolation and marginalization. By employing sophisticated path analysis techniques, the authors were able to dissect the complex interplay between trust in school principals and organizational commitment, revealing that the detrimental feelings of exclusion can substantially weaken the loyalty and motivation of teachers. This quantitative rigor enhances the study’s credibility and highlights the intricate psychosocial barriers within educational settings.
Trust in leadership, as conceptualized in this study, extends beyond superficial assurance to encompass perceptions of fairness, support, transparency, and reliability exhibited by school principals. High levels of trust empower teachers to feel valued and integrated, fostering a professional environment where collaboration and innovation thrive. Conversely, when trust deteriorates, it can precipitate a cascade of negative psychosocial outcomes, fostering feelings of disconnection that manifest as isolation and marginalization.
Isolation, as applied in the context of this research, refers to the subjective experience of feeling socially and professionally cut off from colleagues and institutional support systems. Marginalization similarly denotes the perception of being sidelined or deemed less important within the organizational hierarchy. Both phenomena severely undermine an educator’s sense of belonging and professional identity, eroding the intrinsic motivation required for sustained organizational commitment.
The empirical data demonstrated that trust in school principals significantly reduces both isolation and marginalization among physical education and sports teachers. Subsequently, these reductions in social alienation correspond to markedly higher levels of organizational commitment. These findings position trust as a pivotal leverage point for school administrations aiming to cultivate resilient and dedicated teaching staff.
Importantly, this research highlights that mere structural changes or policy mandates are insufficient to promote teacher commitment. Instead, it underscores the psychological and relational aspects of school life that require careful nurturing. Building robust trust networks within educational institutions must be prioritized to minimize the risks of teacher disengagement and attrition, particularly among specialized teaching groups.
The implications of this study ripple outward into policy formulation, suggesting that school leadership training programs incorporate modules on fostering trust and inclusivity. Strategies to identify and mitigate feelings of isolation and marginalization can be integrated into leadership evaluations and development frameworks. Doing so aligns educational governance with best practices in organizational psychology, ultimately enhancing teacher morale and school performance.
Furthermore, the study invites ongoing research into the differential impacts of trust and social inclusion across diverse teacher demographics and subject disciplines. Understanding these variables can inform targeted interventions that address unique challenges faced by various teacher cohorts, enhancing organizational culture comprehensively.
Beyond the immediate educational sphere, the findings have broader significance for organizational settings where trust and social integration are essential for sustained worker engagement. The psychological dynamics examined here echo in corporate, healthcare, and public service environments, advocating for leadership styles that prioritize relational trust and the mitigation of workplace alienation.
Notably, the research also calls attention to the pernicious consequences of social exclusion within professional communities. When educators feel isolated or marginalized, the resultant disengagement not only harms individual well-being but compromises the collective educational mission. Reinvigorating trust and reducing exclusion are therefore not mere niceties but strategic imperatives fundamental to institutional success.
In conclusion, the study by Seçer and colleagues represents a pivotal advancement in educational psychology, revealing the critical mediating role of isolation and marginalization in the nexus between trust in school principals and organizational commitment. It offers a compelling call to action for school leaders, policymakers, and researchers to recalibrate their focus towards relational dynamics that underpin teacher engagement and welfare.
As educational landscapes continue to evolve amid increasing challenges and demands, fostering trust and social inclusion emerges as a cornerstone for sustainable organizational health. This study’s insights pave the way for transformative practices that can empower educators, enrich school cultures, and ultimately enhance student outcomes.
By illuminating these psychological subtleties, the research not only deepens academic understanding but also delivers practical guidance for cultivating educational environments where teachers thrive and remain committed. It is a vital contribution to the science of leadership and organizational behavior with profound implications for the future of education globally.
Subject of Research: The mediating effect of isolation and marginalization on the relationship between trust in school principals and organizational commitment among physical education and sports teachers.
Article Title: The mediating role of isolation and marginalization in the effect of trust in school principals on organizational commitment: physical education and sports teachers.
Article References:
Seçer, E., Malli, A.Y., Ekinci, H.B. et al. The mediating role of isolation and marginalization in the effect of trust in school principals on organizational commitment: physical education and sports teachers. BMC Psychol 13, 1134 (2025). https://doi.org/10.1186/s40359-025-03504-3
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