Uslukaya Alper
Department of Educational Sciences, Faculty of Humanities and Social Sciences, Çankırı Karatekin University, Çankırı, Turkey.
Br J Educ Psychol. 2025 Jun;95(2):663-682. doi: 10.1111/bjep.12745. Epub 2025 Feb 3.
Using the job demands-resources model, this study theorizes the negative longitudinal relationship between empowering leadership and teacher ostracism, both directly and through work engagement.
For this purpose, data collected in three waves at four-month intervals from 473 teachers (51.6% women; mean age = 42.26) working in schools at different levels in the centre of Elazığ province, eastern Turkey, during the 2022-2023 academic year were used. The relationships between the variables were analysed using a cross-lagged panel model with latent variables.
The findings showed that empowering leadership positively related to work engagement and negatively related to teacher ostracism. Work engagement, in turn, is negatively related to teacher ostracism. Additionally, empowering leadership was found to be negatively related to teacher ostracism through work engagement.
These results suggest that empowering leadership may be a crucial factor in preventing teacher ostracism, both directly and by enhancing employee engagement. The article concludes by discussing the theoretical contributions of the findings and presenting practical implications to help mitigate the risk of teacher ostracism.
本研究运用工作需求-资源模型，从直接以及通过工作投入这两个方面，对赋能型领导与教师被排斥之间的负向纵向关系进行理论阐述。
为此，使用了在2022 - 2023学年期间，从土耳其东部埃拉泽省中心不同层级学校的473名教师（女性占51.6%；平均年龄 = 42.26岁）那里，以四个月为间隔分三次收集的数据。使用带有潜在变量的交叉滞后面板模型分析变量之间的关系。
研究结果表明，赋能型领导与工作投入呈正相关，与教师被排斥呈负相关。反过来，工作投入与教师被排斥呈负相关。此外，研究发现赋能型领导通过工作投入与教师被排斥呈负相关。
这些结果表明，赋能型领导可能是预防教师被排斥的关键因素，这一作用既体现在直接层面，也体现在通过增强员工投入方面。文章最后讨论了研究结果的理论贡献，并提出了有助于降低教师被排斥风险的实际意义。
