Akyol Bertan, Okur Sinan, İyem Cemal
Department of Educational Administration, Faculty of Education, Aydın Adnan Menderes University, Aydın, Türkiye.
Department of Educational Sciences, National Defense University, Turkish Air Force Academy, Istanbul, Türkiye.
Sci Rep. 2025 Aug 6;15(1):28768. doi: 10.1038/s41598-025-12922-7.
Teachers' work engagement plays an important role in terms of students receiving a healthy education and the sustainability of educational processes. However, most of the studies on work engagement have been conducted using cross-sectional designs. The fact that the long-term effects of teachers' work engagement, which is a fundamental element of education, have not been examined creates a significant gap in the literature. This study aimed to examine the longitudinal relationship between organizational ostracism, future anxiety, and work engagement in teachers. The longitudinal mediating role of future anxiety in the relationship between organizational ostracism and work engagement was examined with a two-wave cross-lagged panel model in a Turkish sample (N = 387). The results revealed that future anxiety played a partial longitudinal mediating role in the relationship between organizational ostracism and work engagement. The findings proved that teachers who experienced organizational ostracism felt anxiety about the future in the long term, and this decreased work engagement. Understanding the long-term dynamics of teachers' work engagement in the context of organizational ostracism and future anxiety enhances conceptual and practical understanding of this issue.
教师的工作投入对于学生接受健康的教育以及教育过程的可持续性而言起着重要作用。然而，大多数关于工作投入的研究都是采用横断面设计进行的。作为教育基本要素的教师工作投入的长期影响尚未得到检验，这一事实在文献中造成了重大空白。本研究旨在考察教师的组织排斥、未来焦虑与工作投入之间的纵向关系。在一个土耳其样本（N = 387）中，采用双波交叉滞后面板模型检验了未来焦虑在组织排斥与工作投入关系中的纵向中介作用。结果表明，未来焦虑在组织排斥与工作投入的关系中发挥了部分纵向中介作用。研究结果证明，经历过组织排斥的教师长期对未来感到焦虑，而这降低了工作投入。在组织排斥和未来焦虑的背景下理解教师工作投入的长期动态，增强了对这一问题的概念性和实践性理解。
