The mediating role of isolation and marginalization in the effect of trust in school principals on organizational commitment: physical education and sports teachers
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Purpose
This study examines how teachers' perceptions of their principal's trust in them are associated with their organizational commitment, with a particular focus on the mediating role of marginalization and isolation.
Methodology
Data were collected from 247 physical education and sports teachers using validated instruments measuring perceived principal trust, organizational commitment, and marginalization and isolation. Confirmatory factor analysis and bootstrap mediation analyses were conducted.
Results
The findings revealed that perceived principal trust was positively associated with organizational commitment and negatively associated with marginalization and isolation. Higher levels of perceived trust corresponded with lower feelings of marginalization and isolation, which in turn were linked to more substantial organizational commitment. The indirect effect of marginalization and isolation was statistically significant, providing support for the mediation hypothesis.
Conclusion
Acknowledging the study's cross-sectional design, the results suggest that leadership practices aimed at enhancing teachers' perception of being trusted are crucial for mitigating feelings of marginalization and fostering organizational commitment. Practical implications involve promoting leadership behaviors that not only build trust but also actively and clearly signal it, thereby creating a more inclusive and supportive school environment where all teachers feel valued.
