The Mediating Role of Isolation and Marginalization in the Effect of Trust in School Principals on Organizational Commitment: Physical Education and Sports Teachers

The Mediating Role of Isolation and Marginalization in the Effect of Trust in School Principals on Organizational Commitment: Physical Education and Sports Teachers | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Mediating Role of Isolation and Marginalization in the Effect of Trust in School Principals on Organizational Commitment: Physical Education and Sports Teachers Emrah SEÇER, Ahmet Yavuz MALLI, Hasan Buğra EKİNCİ, Oğuz Kaan ESENTÜRK This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5549121/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 16 Oct, 2025 Read the published version in BMC Psychology → Version 1 posted 9 You are reading this latest preprint version Abstract Purpose : This study investigates how school principals' trust in physical education teachers affects teachers' organizational commitment and explores the mediating role of marginalization and isolation. Methodology: Data were collected from 247 physical education and sports teachers using validated scales on principals' trust, organizational commitment, and marginalization and isolation. Confirmatory factor analysis and regression analyses with bootstrap methods were employed. Results: Findings indicated that principals' trust positively correlates with organizational commitment and negatively correlates with teachers' marginalization and isolation. Regression analyses showed that principals' trust significantly reduced marginalization and isolation, and this reduction in turn enhanced teachers' organizational commitment. The mediation effect of marginalization and isolation was statistically significant. Conclusion: Trust-building behaviors by school principals are essential in reducing marginalization among physical education teachers and strengthening their organizational commitment. Practical implications suggest that principals should foster trustful environments to enhance teacher commitment and reduce isolation. Physical education teachers Organizational commitment School principals' trust Marginalization and isolation Figures Figure 1 Figure 2 Introductıon The concept of trust is a phenomenon that has been extensively discussed in social sciences and analyzed from various angles. Trust is also an important element in educational institutions. The school should create an environment where trust is provided and felt by students, teachers, and other stakeholders. Trust is essential for physical education teachers, who often face skepticism or undervaluation from administrators and colleagues because of perceptions regarding the lower academic priority of their subject. [ 1 ]. Research shows that a strong principal-teacher relationship positively affects teachers' motivation, job performance, and loyalty to the institution. It is stated that variables such as success, trust, and respect are important among teachers' expectations from school climate and administrators [ 2 , 3 , 4 , 5 ]. These factors increase teachers' commitment and satisfaction [ 6 ], increase their well-being [ 7 , 8 ], and support their engagement. Thus, committed teachers can work effectively in a positive school climate [ 9 , 10 ]. Organizational commitment is the sense of belonging that an individual feels towards the organization, the adoption of the goals and values of the organization and the willingness to stay in the organization in this direction. Organizational commitment is also seen as an effective factor in work discipline and health [ 11 ]. Teachers carry out a professional education process by establishing close relationships with other stakeholders in schools and strive to achieve the goals of the organization by feeling a high level of commitment [ 12 ]. However, the low level of commitment of the employees in the organization can negatively affect the efforts to achieve the goals and cause the working environment to become inefficient [ 13 ]. This situation may lead to a decrease in the quality of education [ 14 ] and may also negatively affect the overall success of the organization. In this context, considering that the lack of organizational commitment affects not only the general working environment but also teachers' professional identities and motivation for educational processes, the marginalization and isolation behaviors that physical education teachers are exposed to should be considered as a special reflection of these effects. Marginalization and isolation refers to the process by which individuals or groups are pushed out of the social structure, away from social interaction, detached from the center and away from social integration. Physical education teachers often experience marginalization and isolation due to perceptions among administrators and colleagues that their subject lacks academic rigor or holds lower priority compared to other subjects [ 15 ]. This marginalization is manifested through limited access to professional resources, exclusion from decision-making processes, and reduced professional interaction with other faculty members [ 16 ]. Consequently, physical education teachers frequently encounter feelings of professional frustration, isolation, decreased job satisfaction, and reduced organizational commitment, negatively impacting their motivation and overall effectiveness in educational environments [ 15 – 17 ]. Physical education teachers experience higher levels of isolation and marginalization compared to teachers in other subject areas [ 15 , 18 ]. Teacher isolation is based on the pioneering work of Flinders [ 19 ] and Lortie [ 20 ]. In the context of teacher isolation, Flinders [ 19 ] argued that isolation is a common feature of professional life in schools and that it is a potential barrier to the implementation of reform initiatives because it limits opportunities for professional development. Despite considerable research on trust and organizational commitment, studies explicitly focusing on the marginalization and isolation specifically faced by physical education teachers remain limited. This represents a critical gap that this study seeks to address [ 21 ]. This represents a significant gap that needs to be addressed [ 22 ]. It can be stated that employees with high organizational commitment prioritize trust, respect, understanding, and support in their relationships in the work environment and are not marginalized or isolated. In this context, this study aims to examine the effect of school principals' trust in teachers on teachers' organizational commitment and the mediating role of marginalization and isolation in this effect. In this study, trust refers to the degree to which school principals perceive teachers as competent, honest, and trustworthy professionals and is considered a unidimensional construct. Organizational commitment is defined solely by the affective commitment dimension, which reflects teachers' emotional attachment to their schools and sense of institutional belonging. Marginalization refers to a teacher's perception that their branch or professional role is excluded from basic education processes or is not adequately valued. Isolation, on the other hand, describes a teacher's subjective experience of social and professional disconnection from colleagues. Analyzing the relationship between these variables is important in terms of providing a road map for the administrators of educational institutions. This situation emphasizes the importance of the study in terms of its contribution to the literature as well as its practical implications. Literature review Theoretical support Maslow's Hierarchy of Needs theory emphasizes that teachers' feeling a sense of belonging is of great importance for self-actualization, which can only be possible with a sense of trust [ 23 ]. This theory supports our first hypothesis that principals' trust in teachers will strengthen teachers' commitment. Principals with effective management skills value teachers' opinions by allowing them to express their views freely [ 24 ]. Thanks to this approach, an environment of trust and cooperation is created, and teachers gain autonomy and can easily display their skills. As a result, organizational happiness and commitment increase [ 25 , 26 ]. This trust and cooperation creates a democratic working environment, contributes positively to the organizational climate, and strengthens teachers' organizational commitment [ 27 ]. Empowerment Theory argues that employees' participation in decision-making processes by giving them authority and responsibility will increase their psychological well-being and organizational commitment [ 28 ]. In line with this theory, creating a democratic climate based on respect and cooperation in the school environment makes teachers feel valuable and competent. This situation positively affects teachers' motivation and organizational commitment level [ 29 ]. In the context of our research, this theory theoretically supports that active inclusion of teachers in school management processes can both reduce their perceptions of marginalization and strengthen their commitment to the organization. Especially in cases where physical education teachers are often marginalized, an empowerment-based leadership approach may allow them to redefine their place in the school. Similarly, Social Exchange Theory [ 30 ] emphasizes that teachers' supportive attitudes and harmony in interpersonal relationships in school organizations increase their organizational commitment [ 31 ]. In this context, the support and trust environment provided by school administrators to teachers is of great importance [ 32 ]. This theory provides a theoretical basis for the mediation model tested in our study. School principals with high levels of emotional intelligence contribute to the development of positive feelings towards the organization by establishing strong trust relationships with teachers. At the same time, these principals support collective learning processes among teachers and students by creating a shared vision for learning [ 33 , 34 ]. Principals believe that it is of great importance for the organizational climate that teachers use their time and efforts in a way that is focused on learning processes and trust [ 35 ]. Research shows that variables such as trust, organizational commitment, and teacher attitudes also play an important role in involving teachers in professional learning processes [ 36 , 37 ]. Therefore, we anticipate that principal attitude may affect teachers' organizational commitment. Hypotheses development Previous research has investigated the marginalization and isolation experiences of physical education teachers extensively [ 38 – 40 ]. However, there is a notable lack of studies explicitly addressing how marginalization and isolation mediate the relationship between school principals' trust in teachers and physical education teachers' organizational commitment. Addressing this gap is critical to better understand how trust influences organizational commitment specifically through marginalization and isolation processes, thus providing a stronger theoretical and practical foundation for our hypotheses. School Principals' Trust in Teachers and Organizational Commitment Throughout history, all societies have endeavored to have the best system of education, which they see as an indispensable element of development. In the globalizing world, it is stated that systems and institutions that cannot keep up with the age lose their importance [ 41 ]. Educational institutions have a critical importance for the future of societies and play a vital role in terms of the development of manpower, cultural transfer, and interaction processes [ 42 ]. In this context, schools, as the basic structures that raise future generations, are considered to be the most important element among educational institutions. A school is an institution that is organized to achieve its educational goals and objectives by including stakeholders from all segments of society such as administrators, teachers, students, etc. In addition to these stakeholders, many external factors such as parents, institutions, and organizations around the school, non-governmental organizations, and the ministry have effects on the institution. The main purpose of school management in schools, which have many different internal and external factors, is to ensure that educational activities are carried out by the objectives. To ensure unity and happiness in the school, stakeholders who fulfill their duties and administrators with effective communication skills are needed. School administrators play an important role by adopting innovation and creativity [ 43 ], determining the goals of the organization, motivating stakeholders, producing solutions to problems, healthily conducting the learning process, supervising, making decisions [ 44 ], increasing students' academic achievement [ 45 ], creating positive learning and teaching environments focused on trust, and ensuring the continuity of these environments [ 46 , 47 ]. When school administrators are mentioned in educational institutions, principals usually come to mind. The school principal is defined as a leader who can effectively use his/her legal powers and resources to achieve the goals of the institution in which he/she is in the education process [ 48 ], has management skills such as teamwork and motivation [ 49 ], and improves the quality of the learning process in schools [ 50 ]. It is emphasized that principals should be individuals with strong communication skills, mission, and vision [ 51 ], as well as having characteristics such as social justice, reliability, and fairness [ 52 ]. In schools, which are the main element of the education system, principals should assume important roles in ensuring coordination among stakeholders [ 53 , 54 ]. In addition, principals are also responsible for the success of students, the performance of teachers [ 55 ], and the image of the school [ 56 ]. Principals should assume great responsibility for creating an environment of trust that shapes teachers' behaviors and attitudes. It is stated that the motivation of teachers who feel unsupported or insecure will decrease and this will negatively affect their performance [ 57 ]. In this context, principals need to carry out activities that will reinforce teachers' feelings of trust and belonging and increase their motivation by understanding their inner world. In this way, teachers will be able to see themselves as a part of the organization. Organizational commitment is an important psychological factor that embodies teachers' identification and dedication to work and provides the necessary motivation to maintain their professional behaviors [ 58 ]. This commitment reflects teachers' feelings, trust, goals, and identification with the school organization [ 59 , 7 ]. When teachers feel a sense of belonging, they are pleased to spend their time and energy on the organization and enjoy this process [ 60 ]. In addition, a sense of trust positively affects psychological phenomena such as being appreciated, valued, and treated fairly [ 61 ]. Therefore, we propose the following. H1: There is a positive relationship between school principals' trust in teachers and organizational commitment in physical education teachers. School principals' trust in teachers positively affects organizational commitment. (Relationship)→ Correlation The Role of Physical Education as a Mediator of Marginalization and Isolation The concept of organizational justice is directly related to the psychological perception of the effort and time spent by individuals in the organization. Individuals feel a sense of justice in the organization when they find the ratio between their investments and the rewards, they receive satisfactorily. However, when this ratio is not satisfactory, the individual realizes injustice and his/her motivation decreases. Therefore, organizational justice can be defined as individuals' expectation for the input-reward balance in the employee-organization relationship [ 62 ]. Workplace justice is expressed by the fairness perceived by employees regarding reward distribution, interactions, and procedures [ 63 ]. The perception of justice that shapes the attitudes and performances of employees is expressed by the concept of organizational justice in the literature. Organizational justice is addressed from an equality theory perspective based on the principle of reciprocity in the social exchange processes of individuals. According to this approach, employees develop positive or negative reactions to fair or unfair treatment in their work environment. A fair management approach increases employees' work efficiency, task performance and organizational effectiveness, which in turn contributes to the formation of a high level of perception of justice in the organization [ 64 ]. This theoretical framework shows that egalitarian and transparent management styles of administrators, especially in school environments, can positively affect teachers' organizational commitment by reducing their perceptions of exclusion and marginalization. Considering that the perception of organizational justice shapes the relationships and motivation of employees in the work environment, it is an important research topic how the experiences of marginalization and isolation that physical education teachers are exposed to during the professional socialization process can affect this perception and their commitment levels. Professional Socialization Theory explains teachers' professional identities and their adaptation to the school culture through the social relations they experience in the organization they work for and their level of acceptance. Within the framework of this theory, it is stated that physical education is often positioned in a marginal status in educational environments, that is, it is less valued and marginalized than other subjects [ 65 ]. This situation may cause physical education teachers to feel isolated and excluded from other subject teachers [ 66 ]. It is thought that teachers who experience such exclusion experiences may have uncertainties in their professional attitudes [ 67 ], and these uncertainties may both negatively affect their performance reflected in teaching processes and weaken their commitment to the institution [ 68 ]. In this context, the second hypothesis tested in our study, “marginalization and isolation play a mediating role in the relationship between trust and organizational commitment”, is theoretically grounded in the Professional Socialization Theory. H2: Marginalization and isolation have a mediating role in the relationship between school principals' trust in teachers and organizational commitment to physical education and sports teachers. (Mediation)→ Model 4 Research Methodology Research Model This study investigates the effect of school principals' trust in physical education and sports teachers on their commitment to the organization. In addition, the mediating role of marginalization and isolation in this effect is examined. From this point of view, the research was conducted in the relational survey model, which is one of the quantitative research methods used to determine the relationships between two or more variables [ 69 , 70 ]. The theoretical model to be tested in the research is presented in Fig. 1 . Due to the complexity of the relationships between variables in social research, it may be insufficient to identify a simple or direct relationship. How the relationship between two variables emerges through a connection mechanism (mediation) is important for understanding the social reality. It is stated that the way to increase the existing knowledge and to add a unique value to the related theory and relationship pattern can be realized by testing the mediating effects [ 71 ]. Research Group In order to determine the research group, the “convenience sampling method” was used, in which researchers reach the most easily accessible participants until they reach the required sample size [ 72 ]. G*Power analysis was conducted to determine the sample size from the population. In the analysis performed by taking β (power) = 80%, alpha = 0.05, correlation = 0.20 to determine the sample size, it was determined with the G*Power program [ 73 ] that 193 participants were needed. It is emphasized that an increase in sample size can increase the reliability of the results, reduce the probability of error and increase the accuracy of estimates of effect size [ 74 ]. In line with this recommendation, this study was conducted with 247 participants. Hallahan and Rosenthal [ 75 ] state that determining the sample size will help in planning future research. In this context, a total of 247 active physical education teachers, 176 males with an average age of 37.08 ± 8.871 (17–56 years) and 71 females with an average age of 32.27 ± 8.317 (18–50 years), participated in the study. All participants were physical education and sports teachers working in public schools in Turkey. However, due to the convenience sampling method used in the study, it is not possible to say that the sample fully represents all physical education teachers in Turkey. This should be considered as an important limitation that restricts the generalizability of the results. In addition, the fact that the participants were selected on a voluntary basis indicates that their motivation levels or working conditions may be different compared to other teachers and may cause a potential bias in the study results. Furthermore, the imbalance of gender and age distribution in the sample should be considered as an additional factor limiting the generalizability of the findings. It is recommended that future research be conducted using more balanced and representative samples. Data Collection Tools Scale for Determining School Principals' Trust in Teachers-Teacher Form The scale developed by Canlı et al. [ 76 ] consists of 18 items and 4 sub-dimensions (competence, trustworthiness, openness, helpfulness). The 5-point Likert-type scale is evaluated in the range of "1 = Never, 5 = Always". Items in the credibility dimension of the scale are reverse-coded. During the development phase of the scale, the Cronbach alpha (a) internal consistency coefficient was calculated as .916 for the competence dimension, 861 for the trustworthiness dimension, .793 for the openness dimension, and .755 for the helpfulness dimension. The model fit values of the scale were found as (χ2 /df = 3.801, GFI = .92, AGFI = .89, CFI = .94, RMSEA = .07, SRMR = .08). In this study, the factor structure of the scale consisting of 4 sub-dimensions and 18 items were tested with Level 2 CFA. As a result of the normal distribution of the data, the Maximum Likelihood calculation method was used. As a result of CFA, the goodness of fit values accepted in the literature could not be reached. Therefore, 3 modifications (e11→ e12, e5→ e6, e17→ e18) were made by examining the modification indices. In this context, AVE and CR values were calculated. AVE and CR values were found to be 0.60 and 0.96, respectively. Organizational Commitment Scale for Teachers The 5-point Likert-type scale designed by Üstüner [ 77 ] to measure teachers' organizational commitment consists of 17 items and one factor. Cronbach alpha (a) internal consistency coefficient was calculated as .96 during the development of the scale. The model fit values of the scale were found as r (χ2 /df = 2.86, GFI = .89, AGFI = .85, CFI = .95, RMSEA = .078, SRMR = .035). In this study, the factor structure of the scale consisting of a single dimension and 17 items was tested with Level 1 CFA. As a result of the normal distribution of the data, the Maximum Likelihood calculation method was used. As a result of CFA, the goodness of fit values accepted in the literature could not be reached. Therefore, 3 modifications (e1→ e2, e3→ e4, e14→ e15) were made by examining the modification indices. In this context, AVE and CR values were calculated. AVE and CR values were found to be 0.60 and 0.96, respectively. Physical Education - Marginalization and Isolation Scale The scale developed by Gaudreault, Richards, and Woods [ 16 ] was adapted into Turkish by Şenel et al. [ 68 ]. The scale has two dimensions (marginalization, isolation), 10 items, and a 7-point Likert-type scale. The Cronbach alpha (a) internal consistency coefficient during the adaptation phase of the scale was calculated as .74 for the marginalization sub-dimension, .70 for the isolation sub-dimension, and .96 for the overall scale. The model fit values of the scale were found as r (χ2 /df = 2.59, CFI = .93, RMSEA = .07, SRMR = .07). Within the scope of this study, the factor structure of the scale consisting of 2 factors and 10 items was tested with Level 2 CFA. As a result of the normal distribution of the data, the Maximum Likelihood calculation method was used. As a result of CFA, the goodness of fit values accepted in the literature could not be reached. Therefore, 3 modifications (e1→ e2, e8→ e9, e1→ e3) were made by examining the modification indices. In this context, AVE and CR values were calculated. AVE and CR values were found to be 0.52 and 0.84, respectively. Data Collection The scales used as data collection tools in the study were shared with physical education and sports teachers via Google Forms. The average response time of the scales was 10 minutes. The study was conducted with the permission of the Ethics Committee. Necessary permissions were obtained for scale use. Data Analysis Before analyzing the data, outliers and missing values were examined using IBM SPSS 25, and since there were no outliers, the analyses were conducted on 247 teachers. The suitability of the data for normal distribution was examined and the relationships between the independent, dependent, and mediating variables in the study were tested with Pearson correlation analysis. The suitability of the data in terms of normal distribution was analyzed in terms of Mahalanobis distances, Z values, skewness, and kurtosis values of the calculated scale scores. It is stated that if the skewness and kurtosis values are between + 1 and − 1, the data are normally distributed [ 78 ]. In addition, it was determined that the Z values were inappropriate ranges (-3/+3). In addition, linear relationships between the variables were checked with the scatter diagram and it was seen that there was no deviation in the distribution. In addition, the tolerance and VIF values obtained from the data gave results confirming that there was no multicollinearity between independent variables (Tolerance > 0.2, VIF .70, CR > .05 and AVE > CR [ 78 ]. AMOS 21 program was used to test the factor structure of the measurement tools used in the study. After confirming the factor structure of the measurement instruments, regression analysis based on the Bootstrap method was applied to test the research hypotheses [ 79 ]. The hypotheses were tested in line with model number 4 using Process Macro developed by Hayes [ 79 ]. With Model 4, the mediating role of physical education-othering and isolation was examined. In the analyses, the Bootstrap technique and 5000 sample option were preferred [ 80 ]. In mediation effect analyses conducted with the Bootstrap technique, the values in the 95% confidence interval obtained as a result of the analysis should not include the value 0 (zero) to support the research hypothesis [ 79 , 81 ]. Results Measurement Models and Reliability Table 1 Goodness of fit indices and threshold values used in structural equation modelling Index Good Fit Acceptable SPTT OC MI X 2 /df < 3 < 3(X 2 /df) .95 > .90 .885 .867 .917 CFI > .95 > .90 .940 .941 .894 RMSEA < .95 < .08 .079 .076 .074 Cronbach Alpha - - .840 .962 .788 According to Table 1 , as a result of confirmatory factor analyses, it was found that the four-factor model of the scale for determining principals' trust in teachers, the one-factor model of the organizational commitment scale for teachers, and the two-factor model of the marginalization and isolation scale for physical education teachers were compatible with the data and acceptable. These results confirm the predicted theoretical constructs of the scales [ 71 , 82 , 83 ]. Since the goodness-of-fit values of the scales in the initial analyses were not within the limits accepted in the literature, associations were made between the error terms of some items through modification indices as suggested in the literature. With these modifications, the goodness of fit values of the scales were increased to acceptable levels and the construct validity of the scales was ensured. In addition, it was determined that the Cronbach Alpha reliability coefficients of the scales used were quite high [ 84 ]. Correlation Analysis and Descriptive Statistics The correlations, averages, descriptive statistics, and reliability values of the scales between the school principal's trust in teachers, organizational commitment isolation, and marginalization in physical education and sports teachers are presented in the Table. Table 2 Correlations between variables and descriptive analyses Variables 1 2 3 X Ss Skewness Kurtosis 1- School Principal's Trust in Teachers 1 63.89 11.062 − .662 .532 2- Organizational Commitment .675** 1 66.77 14.242 − .805 .344 3- Marginalization-Isolation − .375** − .393** 1 26.24 10.327 .318 − .716 *p < .05, **p < .01 When the Table 2 is examined, it is seen that there are statistically significant relationships between principals' trust in teachers, organizational commitment, and isolation and marginalization. As a result of Pearson correlation analysis, it was determined that there were positive moderate-level relationships between principals' trust in teachers and organizational commitment (r = .675, p < .001), negative moderate-level relationships between principals' trust in teachers and isolation and marginalization (r=-.375, p < .001), and negative moderate level relationships between principals' trust in teachers and organizational commitment and isolation and marginalization (r=-.393, p < .001) (Hypothesis I). Table 3 Regression analysis results for mediation test (n = 247) Outcome Variables MI OC Forecast Variables b S.H. LLCI/ULCI b S.H. LLCI/ULCI SPTT a − .350** .055 − .4589/-.2411 c ’ .790** .064 .6643/.9172 MI - - - - b − .224** .068 − .3596/-.0886 Constant İ M .48.606** 3.584 41.5457/55.6679 İ Y 22.1321 5.105 12.0751/31.1890 R 2 =-.140 R 2 = .478 F( 1;245) = 40.0796; p < .001 F (2;244) = 111.9431; p < .001 *p < .05, **p < .01; S.H: Standard Error, (b): Unstandardized beta coefficients) Table 3 and Fig. 2 present the results of the regression analysis based on the Bootstrap method, indicating that the school principal’s trust in the physical education teacher has a significant negative effect on marginalization and isolation [(b: − .350; p < 0.001, 95% Confidence Interval=(-.4589/-.2411). When the mediator variable was included in the model tested in the research, it was determined that the school principal's trust in the physical education teacher was a significant predictor of teachers' organizational commitment [(b:.790; p < 0.001, 95% Confidence Interval =(.6643/.9172)]. In addition, when the principal's trust in the teacher was held constant, marginalization and isolation had a significant effect on organizational commitment [(b: − .224, p < 0.001, 95% Confidence Interval = (-.3596/-.0886)]. Finally, according to teachers' perceptions, it was found that the trust of school principals towards teachers had an indirect effect on organizational commitment (Hypothesis II) through a mechanism mediated by the change in the levels of marginalization and isolation (β = .078; p < 0.001; 95% Confidence Interval = [.0289, .1410]). This finding suggests that the effect of trust on organizational commitment can be explained by the mediating role of marginalization and isolation levels. Discussion The findings of the study show that school principals' trust in physical education and sports teachers positively affects teachers' commitment to school, and this relationship is shaped by the mediating role of marginalization and isolation. This mediation finding is consistent with the Social Exchange Theory, which suggests that individuals' perceptions of justice and belongingness within an organization affect their organizational commitment through the quality of interpersonal relationships. In this context, principals' trust-building leadership behaviors can be considered as a type of socio-emotional investment that reduces teachers' perceived marginalization and strengthens organizational ties. In line with the results of the research, in a study conducted by Balıkçı (2022) in the context of Social Change Theory, the relationship between school principals' ethical behaviors and organizational trust was examined [ 85 ]. In the study, it was determined that ethical behaviors of principals increased teachers' organizational trust, which in turn strengthened teachers' organizational commitment. This finding suggests that trust-building behaviors of administrators play an important role in increasing teachers' commitment to the organization. Moreover, our findings are consistent with the Psychological Exclusion Model (Williams, 2007). According to this model, social exclusion negatively affects organizational commitment by damaging individuals' motivation and sense of belonging. This study provides empirical support for these theoretical frameworks by showing that the interaction between trust and marginalization increases teachers' commitment to the organization [ 86 ]. It is suggested that stakeholders' perceptions, feelings, and commitment towards the organization are closely related to trust in the organization. However, it has been stated that the trust levels of stakeholders towards the organization they are in may differ according to the trust relationship between them and their managers [ 87 ]. Especially in the school environment, it is stated that trust between stakeholders is critical for the effectiveness of educational processes and the general atmosphere of the school [ 1 ]. In this context, it is emphasized that teachers' trust in their colleagues and school administrators plays a decisive role in both achieving the goals of the organization [ 88 ] and increasing the academic achievement of students [ 89 ]. On the other hand, teachers who find the administrator inadequate are likely to decrease their trust in this administrator. Özdemir and Gündüz [ 90 ] examined the relationship between organizational trust and commitment through teacher perceptions and found a positive relationship between organizational trust and commitment. This finding shows that organizational trust is one of the main factors that increase individuals' commitment to the organization. Similarly, in another study examining the relationship between school administrators' organizational justice behaviors and teachers' organizational commitment and trust, significant and positive relationships were found between these variables [ 91 ]. In this context, school principals' leadership characteristics and their approaches to school climate have a significant impact on teachers' commitment to the organization [ 7 , 92 ]. On the other hand, there are also studies suggesting that trust alone may not be sufficient. For example, Sakallı and Şenel (2024) examined the relationship between physical education teachers' perceptions of marginalization and role stressors and found that marginalization can negatively affect teachers' organizational commitment by increasing the stress they experience in their professional roles [ 40 ]. Therefore, it is thought that not only trust but also school policies and societal perspectives should be changed to reduce marginalization. In addition, teachers' conducting teaching processes with a collective understanding depends on principals' providing the vision and appropriate conditions to support this process [ 93 , 94 ]. In summary, the adoption and sustainability of organizational culture contribute to the effective functioning of the school system and the achievement of goals by strengthening trust and cooperation among stakeholders [ 95 ]. As social beings, people tend to make their environments meaningful through the social ties they establish [ 96 ]. However, exclusion or marginalization is a negative situation that damages the individual's self-esteem, causes communication problems, and is considered a subjective experience [ 97 , 98 ]. The Psychological Exclusion Model developed by Williams [ 99 ] provides an important framework to explain the effects of exclusion on individuals and provides predictions about the consequences of this situation [ 100 ]. Exclusion in organizations is considered a process that negatively affects the organizational commitment of employees. In the study conducted by Yılmaz [ 101 ] in schools, it was stated that exclusion weakens teachers' professional and organizational commitment. Similarly, Kamalı and Biral [ 96 ], in their study on exclusion in educational organizations, found that exclusion generally follows a direction from the administrator to the teacher and that this situation leads to results such as decreased performance, unhappiness, and requesting a transfer. Studies conducted in various sectors also reveal that exclusion reduces individuals' work motivation and weakens their organizational commitment [ 102 ]. Intergroup communication theory emphasizes that the positive attitudes of social group members towards each other play an encouraging role in achieving the group's goals [ 103 ]. In this context, healthy communication between stakeholders in schools has a critical importance in achieving organizational goals. However, experiencing negative emotional states such as exclusion may have consequences that damage organizational commitment and negatively affect the general atmosphere of cooperation. It is stated that the active involvement of teachers in the process without isolating them by adopting a democratic leadership approach is an important factor in teachers' commitment to the organization. In addition, teachers' trust in their principals has a positive effect on their organizational commitment [ 104 ]. Studies show that democratic behaviors enable teachers to feel valuable and peaceful, and organizational trust makes a valuable contribution by playing a mediating role in this process [ 105 ]. In the literature, it is emphasized that the support received from the organization increases the social interaction and motivation of the members of the organization and positively affects their attitudes and behaviors toward the organization [ 106 , 107 ]. The fact that leaders or managers show an understanding approach in their relations with their subordinates and reward them by appreciating their achievements increases the employees' feelings of loyalty. In addition, it is recommended that they listen to their suggestions and adopt an encouraging attitude instead of punishing or isolating them in case of mistakes [ 105 ]. It is stated that the level of communication of organizational stakeholders increases their happiness and contributes to the positive development of organizational effectiveness [ 108 ]. Considering that happiness has an important place in the lives of individuals and directly affects satisfaction in the workplace, it is emphasized that organizational stakeholders should adopt this situation [ 109 ]. In a study conducted by Zhou et al. [ 110 ], it was concluded that organizational commitment is directly affected by both intrinsic and extrinsic motivation sources, especially intrinsic motivation has a stronger positive effect on commitment. This finding suggests that commitment is related to the sense of belonging within the group. It is stated that organizational support and trust positively affect individuals' career development processes and increase their commitment to the organization [ 111 , 112 ]. In addition, it is stated that a supportive organizational structure contributes to teachers' work peace [ 113 , 114 ]. In this context, it is emphasized that teachers play a critical role in terms of the success and sustainability of the organization, their commitment to work is decisive in this process, and the attitudes of managers and stakeholders have an important place in this context [ 115 ]. Conclusion Theoretical implications This study makes an important contribution to the literature by revealing the multidimensional interaction of trust, commitment and exclusion in organizational dynamics. The findings suggest that principals' trust in teachers is a critical factor that strengthens teachers' organizational commitment and that marginalization and isolation play a mediating role in this relationship. From a theoretical perspective, future research could consider the integration of artificial intelligence-based techniques such as natural language processing or machine learning in the analysis of large-scale qualitative data on concepts such as trust, commitment and marginalization. This approach may allow for more dynamic and in-depth modeling of teachers' experiences and may contribute to innovative theoretical insights beyond traditional survey-based methods. Practical implications Leadership programs need to be developed to improve the leadership skills of school administrators and to enable them to adopt trust-based leadership approaches. Strategies such as mediation and conflict resolution need to be implemented to combat marginalization and isolation in schools. In addition, school principals should be required to participate in training programmed to support teachers' emotional well-being. To increase teachers' commitment, school administrations need to develop comprehensive policies that include not only professional development but also psycho-social support services and work-life balance. Practices based on theoretical foundations such as organizational justice, equality, respect, and open communication can be added. Concrete and progressive strategies can be developed to improve the climate within the school. To prevent the marginalization of physical education teachers and to emphasize the importance of the course, a school culture in which each individual in the organization is equally valued should be ensured, and the importance of physical education courses should be explained through awareness seminars for administrators. Furthermore, school administrators and policymakers can benefit from the integration of artificial intelligence (AI)-based data analytics platforms developed to monitor and interpret teachers' trust perceptions, organizational commitment levels, and marginalization tendencies in real time. Such systems can enable early detection of trust-based problems and timely and data-driven interventions to support teacher well-being and organizational cohesion. However, policy makers are encouraged to undertake targeted reforms to strengthen the professional status of physical education teachers and reduce the risk of marginalization in school settings. Structural changes to guarantee the active participation of physical education teachers in school management processes - for example, their mandatory inclusion in school management boards - would contribute to meaningfully representing their professional perspectives in institutional decision-making processes. Limitations and future studies Our study has some limitations. First of all, the study was limited to physical education and sport teachers working in Turkey. This may limit the generalizability of the findings to different cultural contexts. In addition, the cross-sectional design of the study prevents the causal relationships between the variables from being fully revealed. Therefore, in future studies, comparative studies should be conducted in different countries to take cultural effects into account and the generalizability of the proposed model should be tested. In addition, the use of more advanced methods such as structural interventions and experimental research designs to evaluate the long-term effects of the proposed intervention programs will make significant contributions to the literature. Declarations Acknowledgements Not applicable. Author contributions Conceptualization, Hasan Buğra Ekinci and Ahmet Yavuz Mallı; formal analysis, Emrah Seçer; investigation, Oğuz Kaan Esentürk and Hasan Buğra Ekinci; theoretical framework and hypotheses development, Hasan Buğra Ekinci and Ahmet Yavuz Mallı; data collection, Emrah Seçer and Oğuz Kaan Esentürk; methodology and data analysis, Emrah Seçer and Oğuz Kaan Esentürk.; supervision, Oğuz Kaan Esentürk.; validation, Emrah Seçer; writing—original draft, Ahmet Yavuz Mallı; writing—review and editing, Hasan Buğra Ekinci, Ahmet Yavuz Mallı, Emrah Seçer, and Oğuz Kaan Esentürk. Funding No funding has been received for conducting this study. Ethical Approval and Procedure The data of the study were collected after the decision of Erzincan Binali Yıldırım University Human Research, Health and Sports Sciences Ethics Committee No. 10/04 in session 10 dated 25.10.2024 and after the informed consent of the participants was obtained. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5549121","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":439920089,"identity":"0b106b84-948c-4308-905d-6120cc1722dd","order_by":0,"name":"Emrah SEÇER","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA8UlEQVRIiWNgGAWjYJACZgjF2HDgA5BiYydeC3PjwxkgLczEa2FvNuZB4uIE/GJnH34u+GMjzy99sE3a5tc2eT5mBsYPH3Nwa5GcnW4sPbMtzXBmX2KbdG7fbcM2ZgZmyZnbcGsxuJ3GIM3bcDjB4AwjUEvPbUagFjZmXjxa7G+nMf/m+fM/wR6kxbLntj1BLQbSaWzSPGwHEgx4GJuNGX7cTiSoReJ2Gps1b1uy4YwzjI0PextuJ7cxMzbj9Qv/7DTm2zx/7OT5e9gfHPjx57bt/Pbmgx8+4tGCChjbwGQDsepB4A8pikfBKBgFo2CkAABI7EsYk0t9xgAAAABJRU5ErkJggg==","orcid":"","institution":"Erzincan Binali Yıldırım University, Faculty of Sport Sciences","correspondingAuthor":true,"prefix":"","firstName":"Emrah","middleName":"","lastName":"SEÇER","suffix":""},{"id":439920091,"identity":"ce9dd087-0987-446d-b7d6-8522920f09d6","order_by":1,"name":"Ahmet Yavuz MALLI","email":"","orcid":"","institution":"Erzincan Binali Yıldırım University, Faculty of Sport Sciences","correspondingAuthor":false,"prefix":"","firstName":"Ahmet","middleName":"Yavuz","lastName":"MALLI","suffix":""},{"id":439920093,"identity":"f6d9e257-1ae4-41bc-99e6-a66775f85d5c","order_by":2,"name":"Hasan Buğra EKİNCİ","email":"","orcid":"","institution":"Erzincan Binali Yıldırım University, Faculty of Sport Sciences","correspondingAuthor":false,"prefix":"","firstName":"Hasan","middleName":"Buğra","lastName":"EKİNCİ","suffix":""},{"id":439920095,"identity":"4a613246-ad17-48ea-9e31-aa2560aa2bae","order_by":3,"name":"Oğuz Kaan ESENTÜRK","email":"","orcid":"","institution":"Erzincan Binali Yıldırım University, Faculty of Sport Sciences","correspondingAuthor":false,"prefix":"","firstName":"Oğuz","middleName":"Kaan","lastName":"ESENTÜRK","suffix":""}],"badges":[],"createdAt":"2024-11-29 12:38:04","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5549121/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5549121/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1186/s40359-025-03504-3","type":"published","date":"2025-10-16T15:56:50+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":80225347,"identity":"7d40ac52-9ee8-4034-88cf-1095d181f604","added_by":"auto","created_at":"2025-04-09 11:37:45","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":13030,"visible":true,"origin":"","legend":"\u003cp\u003eResearch model\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-5549121/v1/51d9548b83fcdad5f258ee2a.png"},{"id":80225348,"identity":"26e4bc78-c721-4f5a-afd9-ab0a02bc9a1e","added_by":"auto","created_at":"2025-04-09 11:37:45","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":39918,"visible":true,"origin":"","legend":"\u003cp\u003eRegression analysis results for mediation test\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-5549121/v1/46b2e88c7b611638932ab1a6.png"},{"id":93955970,"identity":"60aceccf-6977-4419-8add-f3581379bac8","added_by":"auto","created_at":"2025-10-20 16:08:36","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1058051,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5549121/v1/333e4663-c929-4f1f-addd-cba597a6d7e3.pdf"},{"id":80225352,"identity":"8de2fdd9-ee77-4ba3-9303-4c7dfc566fd9","added_by":"auto","created_at":"2025-04-09 11:37:45","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":33170,"visible":true,"origin":"","legend":"","description":"","filename":"ADDITIONALFILE2.STROBEcheckl.docx","url":"https://assets-eu.researchsquare.com/files/rs-5549121/v1/6f53efaa736fcd1468f8a9d0.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Mediating Role of Isolation and Marginalization in the Effect of Trust in School Principals on Organizational Commitment: Physical Education and Sports Teachers","fulltext":[{"header":"Introductıon","content":"\u003cp\u003eThe concept of trust is a phenomenon that has been extensively discussed in social sciences and analyzed from various angles. Trust is also an important element in educational institutions. The school should create an environment where trust is provided and felt by students, teachers, and other stakeholders. Trust is essential for physical education teachers, who often face skepticism or undervaluation from administrators and colleagues because of perceptions regarding the lower academic priority of their subject. [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Research shows that a strong principal-teacher relationship positively affects teachers' motivation, job performance, and loyalty to the institution. It is stated that variables such as success, trust, and respect are important among teachers' expectations from school climate and administrators [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. These factors increase teachers' commitment and satisfaction [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e], increase their well-being [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e], and support their engagement. Thus, committed teachers can work effectively in a positive school climate [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. Organizational commitment is the sense of belonging that an individual feels towards the organization, the adoption of the goals and values of the organization and the willingness to stay in the organization in this direction. Organizational commitment is also seen as an effective factor in work discipline and health [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Teachers carry out a professional education process by establishing close relationships with other stakeholders in schools and strive to achieve the goals of the organization by feeling a high level of commitment [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. However, the low level of commitment of the employees in the organization can negatively affect the efforts to achieve the goals and cause the working environment to become inefficient [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. This situation may lead to a decrease in the quality of education [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e] and may also negatively affect the overall success of the organization. In this context, considering that the lack of organizational commitment affects not only the general working environment but also teachers' professional identities and motivation for educational processes, the marginalization and isolation behaviors that physical education teachers are exposed to should be considered as a special reflection of these effects. Marginalization and isolation refers to the process by which individuals or groups are pushed out of the social structure, away from social interaction, detached from the center and away from social integration. Physical education teachers often experience marginalization and isolation due to perceptions among administrators and colleagues that their subject lacks academic rigor or holds lower priority compared to other subjects [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. This marginalization is manifested through limited access to professional resources, exclusion from decision-making processes, and reduced professional interaction with other faculty members [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Consequently, physical education teachers frequently encounter feelings of professional frustration, isolation, decreased job satisfaction, and reduced organizational commitment, negatively impacting their motivation and overall effectiveness in educational environments [\u003cspan additionalcitationids=\"CR16\" citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Physical education teachers experience higher levels of isolation and marginalization compared to teachers in other subject areas [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. Teacher isolation is based on the pioneering work of Flinders [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e] and Lortie [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. In the context of teacher isolation, Flinders [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e] argued that isolation is a common feature of professional life in schools and that it is a potential barrier to the implementation of reform initiatives because it limits opportunities for professional development. Despite considerable research on trust and organizational commitment, studies explicitly focusing on the marginalization and isolation specifically faced by physical education teachers remain limited. This represents a critical gap that this study seeks to address [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. This represents a significant gap that needs to be addressed [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIt can be stated that employees with high organizational commitment prioritize trust, respect, understanding, and support in their relationships in the work environment and are not marginalized or isolated. In this context, this study aims to examine the effect of school principals' trust in teachers on teachers' organizational commitment and the mediating role of marginalization and isolation in this effect. In this study, trust refers to the degree to which school principals perceive teachers as competent, honest, and trustworthy professionals and is considered a unidimensional construct. Organizational commitment is defined solely by the affective commitment dimension, which reflects teachers' emotional attachment to their schools and sense of institutional belonging. Marginalization refers to a teacher's perception that their branch or professional role is excluded from basic education processes or is not adequately valued. Isolation, on the other hand, describes a teacher's subjective experience of social and professional disconnection from colleagues. Analyzing the relationship between these variables is important in terms of providing a road map for the administrators of educational institutions. This situation emphasizes the importance of the study in terms of its contribution to the literature as well as its practical implications.\u003c/p\u003e"},{"header":"Literature review","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eTheoretical support\u003c/h2\u003e \u003cp\u003eMaslow's Hierarchy of Needs theory emphasizes that teachers' feeling a sense of belonging is of great importance for self-actualization, which can only be possible with a sense of trust [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. This theory supports our first hypothesis that principals' trust in teachers will strengthen teachers' commitment. Principals with effective management skills value teachers' opinions by allowing them to express their views freely [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. Thanks to this approach, an environment of trust and cooperation is created, and teachers gain autonomy and can easily display their skills. As a result, organizational happiness and commitment increase [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. This trust and cooperation creates a democratic working environment, contributes positively to the organizational climate, and strengthens teachers' organizational commitment [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. Empowerment Theory argues that employees' participation in decision-making processes by giving them authority and responsibility will increase their psychological well-being and organizational commitment [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. In line with this theory, creating a democratic climate based on respect and cooperation in the school environment makes teachers feel valuable and competent. This situation positively affects teachers' motivation and organizational commitment level [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. In the context of our research, this theory theoretically supports that active inclusion of teachers in school management processes can both reduce their perceptions of marginalization and strengthen their commitment to the organization. Especially in cases where physical education teachers are often marginalized, an empowerment-based leadership approach may allow them to redefine their place in the school. Similarly, Social Exchange Theory [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e] emphasizes that teachers' supportive attitudes and harmony in interpersonal relationships in school organizations increase their organizational commitment [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. In this context, the support and trust environment provided by school administrators to teachers is of great importance [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. This theory provides a theoretical basis for the mediation model tested in our study. School principals with high levels of emotional intelligence contribute to the development of positive feelings towards the organization by establishing strong trust relationships with teachers. At the same time, these principals support collective learning processes among teachers and students by creating a shared vision for learning [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. Principals believe that it is of great importance for the organizational climate that teachers use their time and efforts in a way that is focused on learning processes and trust [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. Research shows that variables such as trust, organizational commitment, and teacher attitudes also play an important role in involving teachers in professional learning processes [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e]. Therefore, we anticipate that principal attitude may affect teachers' organizational commitment.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eHypotheses development\u003c/h3\u003e\n\u003cp\u003ePrevious research has investigated the marginalization and isolation experiences of physical education teachers extensively [\u003cspan additionalcitationids=\"CR39\" citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. However, there is a notable lack of studies explicitly addressing how marginalization and isolation mediate the relationship between school principals' trust in teachers and physical education teachers' organizational commitment. Addressing this gap is critical to better understand how trust influences organizational commitment specifically through marginalization and isolation processes, thus providing a stronger theoretical and practical foundation for our hypotheses.\u003c/p\u003e\n\u003ch3\u003eSchool Principals' Trust in Teachers and Organizational Commitment\u003c/h3\u003e\n\u003cp\u003eThroughout history, all societies have endeavored to have the best system of education, which they see as an indispensable element of development. In the globalizing world, it is stated that systems and institutions that cannot keep up with the age lose their importance [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. Educational institutions have a critical importance for the future of societies and play a vital role in terms of the development of manpower, cultural transfer, and interaction processes [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e]. In this context, schools, as the basic structures that raise future generations, are considered to be the most important element among educational institutions.\u003c/p\u003e \u003cp\u003eA school is an institution that is organized to achieve its educational goals and objectives by including stakeholders from all segments of society such as administrators, teachers, students, etc. In addition to these stakeholders, many external factors such as parents, institutions, and organizations around the school, non-governmental organizations, and the ministry have effects on the institution. The main purpose of school management in schools, which have many different internal and external factors, is to ensure that educational activities are carried out by the objectives. To ensure unity and happiness in the school, stakeholders who fulfill their duties and administrators with effective communication skills are needed.\u003c/p\u003e \u003cp\u003eSchool administrators play an important role by adopting innovation and creativity [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e], determining the goals of the organization, motivating stakeholders, producing solutions to problems, healthily conducting the learning process, supervising, making decisions [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e], increasing students' academic achievement [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e], creating positive learning and teaching environments focused on trust, and ensuring the continuity of these environments [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e]. When school administrators are mentioned in educational institutions, principals usually come to mind.\u003c/p\u003e \u003cp\u003eThe school principal is defined as a leader who can effectively use his/her legal powers and resources to achieve the goals of the institution in which he/she is in the education process [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e], has management skills such as teamwork and motivation [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e], and improves the quality of the learning process in schools [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e]. It is emphasized that principals should be individuals with strong communication skills, mission, and vision [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e], as well as having characteristics such as social justice, reliability, and fairness [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e]. In schools, which are the main element of the education system, principals should assume important roles in ensuring coordination among stakeholders [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e]. In addition, principals are also responsible for the success of students, the performance of teachers [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e], and the image of the school [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e]. Principals should assume great responsibility for creating an environment of trust that shapes teachers' behaviors and attitudes. It is stated that the motivation of teachers who feel unsupported or insecure will decrease and this will negatively affect their performance [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e]. In this context, principals need to carry out activities that will reinforce teachers' feelings of trust and belonging and increase their motivation by understanding their inner world. In this way, teachers will be able to see themselves as a part of the organization.\u003c/p\u003e \u003cp\u003eOrganizational commitment is an important psychological factor that embodies teachers' identification and dedication to work and provides the necessary motivation to maintain their professional behaviors [\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e]. This commitment reflects teachers' feelings, trust, goals, and identification with the school organization [\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. When teachers feel a sense of belonging, they are pleased to spend their time and energy on the organization and enjoy this process [\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e]. In addition, a sense of trust positively affects psychological phenomena such as being appreciated, valued, and treated fairly [\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e]. Therefore, we propose the following.\u003c/p\u003e \u003cp\u003eH1: There is a positive relationship between school principals' trust in teachers and organizational commitment in physical education teachers. School principals' trust in teachers positively affects organizational commitment. (Relationship)→ Correlation\u003c/p\u003e\n\u003ch3\u003eThe Role of Physical Education as a Mediator of Marginalization and Isolation\u003c/h3\u003e\n\u003cp\u003eThe concept of organizational justice is directly related to the psychological perception of the effort and time spent by individuals in the organization. Individuals feel a sense of justice in the organization when they find the ratio between their investments and the rewards, they receive satisfactorily. However, when this ratio is not satisfactory, the individual realizes injustice and his/her motivation decreases. Therefore, organizational justice can be defined as individuals' expectation for the input-reward balance in the employee-organization relationship [\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e]. Workplace justice is expressed by the fairness perceived by employees regarding reward distribution, interactions, and procedures [\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e]. The perception of justice that shapes the attitudes and performances of employees is expressed by the concept of organizational justice in the literature. Organizational justice is addressed from an equality theory perspective based on the principle of reciprocity in the social exchange processes of individuals. According to this approach, employees develop positive or negative reactions to fair or unfair treatment in their work environment. A fair management approach increases employees' work efficiency, task performance and organizational effectiveness, which in turn contributes to the formation of a high level of perception of justice in the organization [\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e]. This theoretical framework shows that egalitarian and transparent management styles of administrators, especially in school environments, can positively affect teachers' organizational commitment by reducing their perceptions of exclusion and marginalization. Considering that the perception of organizational justice shapes the relationships and motivation of employees in the work environment, it is an important research topic how the experiences of marginalization and isolation that physical education teachers are exposed to during the professional socialization process can affect this perception and their commitment levels.\u003c/p\u003e \u003cp\u003eProfessional Socialization Theory explains teachers' professional identities and their adaptation to the school culture through the social relations they experience in the organization they work for and their level of acceptance. Within the framework of this theory, it is stated that physical education is often positioned in a marginal status in educational environments, that is, it is less valued and marginalized than other subjects [\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e65\u003c/span\u003e]. This situation may cause physical education teachers to feel isolated and excluded from other subject teachers [\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e66\u003c/span\u003e]. It is thought that teachers who experience such exclusion experiences may have uncertainties in their professional attitudes [\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e67\u003c/span\u003e], and these uncertainties may both negatively affect their performance reflected in teaching processes and weaken their commitment to the institution [\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e68\u003c/span\u003e]. In this context, the second hypothesis tested in our study, \u0026ldquo;marginalization and isolation play a mediating role in the relationship between trust and organizational commitment\u0026rdquo;, is theoretically grounded in the Professional Socialization Theory.\u003c/p\u003e \u003cp\u003eH2: Marginalization and isolation have a mediating role in the relationship between school principals' trust in teachers and organizational commitment to physical education and sports teachers. (Mediation)→ Model 4\u003c/p\u003e"},{"header":"Research Methodology","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eResearch Model\u003c/h2\u003e \u003cp\u003eThis study investigates the effect of school principals' trust in physical education and sports teachers on their commitment to the organization. In addition, the mediating role of marginalization and isolation in this effect is examined. From this point of view, the research was conducted in the relational survey model, which is one of the quantitative research methods used to determine the relationships between two or more variables [\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e69\u003c/span\u003e, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e70\u003c/span\u003e]. The theoretical model to be tested in the research is presented in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eDue to the complexity of the relationships between variables in social research, it may be insufficient to identify a simple or direct relationship. How the relationship between two variables emerges through a connection mechanism (mediation) is important for understanding the social reality. It is stated that the way to increase the existing knowledge and to add a unique value to the related theory and relationship pattern can be realized by testing the mediating effects [\u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e71\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eResearch Group\u003c/h3\u003e\n\u003cp\u003eIn order to determine the research group, the \u0026ldquo;convenience sampling method\u0026rdquo; was used, in which researchers reach the most easily accessible participants until they reach the required sample size [\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e72\u003c/span\u003e]. G*Power analysis was conducted to determine the sample size from the population. In the analysis performed by taking β (power)\u0026thinsp;=\u0026thinsp;80%, alpha\u0026thinsp;=\u0026thinsp;0.05, correlation\u0026thinsp;=\u0026thinsp;0.20 to determine the sample size, it was determined with the G*Power program [\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e73\u003c/span\u003e] that 193 participants were needed. It is emphasized that an increase in sample size can increase the reliability of the results, reduce the probability of error and increase the accuracy of estimates of effect size [\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e74\u003c/span\u003e]. In line with this recommendation, this study was conducted with 247 participants. Hallahan and Rosenthal [\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e75\u003c/span\u003e] state that determining the sample size will help in planning future research. In this context, a total of 247 active physical education teachers, 176 males with an average age of 37.08\u0026thinsp;\u0026plusmn;\u0026thinsp;8.871 (17\u0026ndash;56 years) and 71 females with an average age of 32.27\u0026thinsp;\u0026plusmn;\u0026thinsp;8.317 (18\u0026ndash;50 years), participated in the study. All participants were physical education and sports teachers working in public schools in Turkey. However, due to the convenience sampling method used in the study, it is not possible to say that the sample fully represents all physical education teachers in Turkey. This should be considered as an important limitation that restricts the generalizability of the results. In addition, the fact that the participants were selected on a voluntary basis indicates that their motivation levels or working conditions may be different compared to other teachers and may cause a potential bias in the study results. Furthermore, the imbalance of gender and age distribution in the sample should be considered as an additional factor limiting the generalizability of the findings. It is recommended that future research be conducted using more balanced and representative samples.\u003c/p\u003e\n\u003ch3\u003eData Collection Tools\u003c/h3\u003e\n\u003cp\u003e \u003cstrong\u003eScale for Determining School Principals' Trust in Teachers-Teacher Form\u003c/strong\u003e \u003cp\u003eThe scale developed by Canlı et al. [\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e76\u003c/span\u003e] consists of 18 items and 4 sub-dimensions (competence, trustworthiness, openness, helpfulness). The 5-point Likert-type scale is evaluated in the range of \"1\u0026thinsp;=\u0026thinsp;Never, 5\u0026thinsp;=\u0026thinsp;Always\". Items in the credibility dimension of the scale are reverse-coded. During the development phase of the scale, the Cronbach alpha \u003cem\u003e(a)\u003c/em\u003e internal consistency coefficient was calculated as .916 for the competence dimension, 861 for the trustworthiness dimension, .793 for the openness dimension, and .755 for the helpfulness dimension. The model fit values of the scale were found as (χ2 /df\u0026thinsp;=\u0026thinsp;3.801, GFI\u0026thinsp;=\u0026thinsp;.92, AGFI\u0026thinsp;=\u0026thinsp;.89, CFI\u0026thinsp;=\u0026thinsp;.94, RMSEA\u0026thinsp;=\u0026thinsp;.07, SRMR\u0026thinsp;=\u0026thinsp;.08). In this study, the factor structure of the scale consisting of 4 sub-dimensions and 18 items were tested with Level 2 CFA. As a result of the normal distribution of the data, the Maximum Likelihood calculation method was used. As a result of CFA, the goodness of fit values accepted in the literature could not be reached. Therefore, 3 modifications (e11→ e12, e5→ e6, e17→ e18) were made by examining the modification indices. In this context, AVE and CR values were calculated. AVE and CR values were found to be 0.60 and 0.96, respectively.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eOrganizational Commitment Scale for Teachers\u003c/strong\u003e \u003cp\u003eThe 5-point Likert-type scale designed by \u0026Uuml;st\u0026uuml;ner [\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e77\u003c/span\u003e] to measure teachers' organizational commitment consists of 17 items and one factor. Cronbach alpha \u003cem\u003e(a)\u003c/em\u003e internal consistency coefficient was calculated as .96 during the development of the scale. The model fit values of the scale were found as r (χ2 /df\u0026thinsp;=\u0026thinsp;2.86, GFI\u0026thinsp;=\u0026thinsp;.89, AGFI\u0026thinsp;=\u0026thinsp;.85, CFI\u0026thinsp;=\u0026thinsp;.95, RMSEA\u0026thinsp;=\u0026thinsp;.078, SRMR\u0026thinsp;=\u0026thinsp;.035). In this study, the factor structure of the scale consisting of a single dimension and 17 items was tested with Level 1 CFA. As a result of the normal distribution of the data, the Maximum Likelihood calculation method was used. As a result of CFA, the goodness of fit values accepted in the literature could not be reached. Therefore, 3 modifications (e1→ e2, e3→ e4, e14→ e15) were made by examining the modification indices. In this context, AVE and CR values were calculated. AVE and CR values were found to be 0.60 and 0.96, respectively.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003ePhysical Education - Marginalization and Isolation Scale\u003c/strong\u003e \u003cp\u003eThe scale developed by Gaudreault, Richards, and Woods [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e] was adapted into Turkish by Şenel et al. [\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e68\u003c/span\u003e]. The scale has two dimensions (marginalization, isolation), 10 items, and a 7-point Likert-type scale. The Cronbach alpha \u003cem\u003e(a)\u003c/em\u003e internal consistency coefficient during the adaptation phase of the scale was calculated as .74 for the marginalization sub-dimension, .70 for the isolation sub-dimension, and .96 for the overall scale. The model fit values of the scale were found as r (χ2 /df\u0026thinsp;=\u0026thinsp;2.59, CFI\u0026thinsp;=\u0026thinsp;.93, RMSEA\u0026thinsp;=\u0026thinsp;.07, SRMR\u0026thinsp;=\u0026thinsp;.07). Within the scope of this study, the factor structure of the scale consisting of 2 factors and 10 items was tested with Level 2 CFA. As a result of the normal distribution of the data, the Maximum Likelihood calculation method was used. As a result of CFA, the goodness of fit values accepted in the literature could not be reached. Therefore, 3 modifications (e1→ e2, e8→ e9, e1→ e3) were made by examining the modification indices. In this context, AVE and CR values were calculated. AVE and CR values were found to be 0.52 and 0.84, respectively.\u003c/p\u003e \u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eData Collection\u003c/h2\u003e \u003cp\u003eThe scales used as data collection tools in the study were shared with physical education and sports teachers via Google Forms. The average response time of the scales was 10 minutes. The study was conducted with the permission of the Ethics Committee. Necessary permissions were obtained for scale use.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis\u003c/h2\u003e \u003cp\u003eBefore analyzing the data, outliers and missing values were examined using IBM SPSS 25, and since there were no outliers, the analyses were conducted on 247 teachers. The suitability of the data for normal distribution was examined and the relationships between the independent, dependent, and mediating variables in the study were tested with Pearson correlation analysis. The suitability of the data in terms of normal distribution was analyzed in terms of Mahalanobis distances, Z values, skewness, and kurtosis values of the calculated scale scores. It is stated that if the skewness and kurtosis values are between +\u0026thinsp;1 and \u0026minus;\u0026thinsp;1, the data are normally distributed [\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e78\u003c/span\u003e]. In addition, it was determined that the Z values were inappropriate ranges (-3/+3). In addition, linear relationships between the variables were checked with the scatter diagram and it was seen that there was no deviation in the distribution. In addition, the tolerance and VIF values obtained from the data gave results confirming that there was no multicollinearity between independent variables (Tolerance\u0026thinsp;\u0026gt;\u0026thinsp;0.2, VIF\u0026thinsp;\u0026lt;\u0026thinsp;10). The average variance (AVE) and construct reliability (CR) values of the scales used in the study were calculated and it was determined that they met the criteria of AVE\u0026thinsp;\u0026gt;\u0026thinsp;.70, CR\u0026thinsp;\u0026gt;\u0026thinsp;.05 and AVE\u0026thinsp;\u0026gt;\u0026thinsp;CR [\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e78\u003c/span\u003e]. AMOS 21 program was used to test the factor structure of the measurement tools used in the study. After confirming the factor structure of the measurement instruments, regression analysis based on the Bootstrap method was applied to test the research hypotheses [\u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e79\u003c/span\u003e]. The hypotheses were tested in line with model number 4 using Process Macro developed by Hayes [\u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e79\u003c/span\u003e]. With Model 4, the mediating role of physical education-othering and isolation was examined. In the analyses, the Bootstrap technique and 5000 sample option were preferred [\u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e80\u003c/span\u003e]. In mediation effect analyses conducted with the Bootstrap technique, the values in the 95% confidence interval obtained as a result of the analysis should not include the value 0 (zero) to support the research hypothesis [\u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e79\u003c/span\u003e, \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e81\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eMeasurement Models and Reliability\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eGoodness of fit indices and threshold values used in structural equation modelling\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIndex\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGood Fit\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAcceptable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSPTT\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eOC\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMI\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eX\u003csup\u003e2\u003c/sup\u003e /df\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;3(X\u003csup\u003e2\u003c/sup\u003e /df)\u0026thinsp;\u0026lt;\u0026thinsp;5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.312\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2.805\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e3.677\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGFI\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;.95\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;.90\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.885\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.867\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.917\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCFI\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;.95\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;.90\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.940\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.941\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.894\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRMSEA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.95\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.08\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.079\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.076\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.074\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCronbach Alpha\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.840\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.962\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.788\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAccording to Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, as a result of confirmatory factor analyses, it was found that the four-factor model of the scale for determining principals' trust in teachers, the one-factor model of the organizational commitment scale for teachers, and the two-factor model of the marginalization and isolation scale for physical education teachers were compatible with the data and acceptable. These results confirm the predicted theoretical constructs of the scales [\u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e71\u003c/span\u003e, \u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e82\u003c/span\u003e, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e83\u003c/span\u003e]. Since the goodness-of-fit values of the scales in the initial analyses were not within the limits accepted in the literature, associations were made between the error terms of some items through modification indices as suggested in the literature. With these modifications, the goodness of fit values of the scales were increased to acceptable levels and the construct validity of the scales was ensured. In addition, it was determined that the Cronbach Alpha reliability coefficients of the scales used were quite high [\u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e84\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eCorrelation Analysis and Descriptive Statistics\u003c/h2\u003e \u003cp\u003eThe correlations, averages, descriptive statistics, and reliability values of the scales between the school principal's trust in teachers, organizational commitment isolation, and marginalization in physical education and sports teachers are presented in the Table.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCorrelations between variables and descriptive analyses\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eX\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSs\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSkewness\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eKurtosis\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1- School Principal's Trust in Teachers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e63.89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e11.062\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.662\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.532\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2- Organizational Commitment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e.675**\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e66.77\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e14.242\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.805\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.344\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3- Marginalization-Isolation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e\u0026minus;\u0026thinsp;.375**\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e\u0026minus;\u0026thinsp;.393**\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e26.24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e10.327\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.318\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.716\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003cp\u003e*p\u0026thinsp;\u0026lt;\u0026thinsp;.05, **p\u0026thinsp;\u0026lt;\u0026thinsp;.01\u003c/p\u003e \u003cp\u003eWhen the Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e is examined, it is seen that there are statistically significant relationships between principals' trust in teachers, organizational commitment, and isolation and marginalization. As a result of Pearson correlation analysis, it was determined that there were positive moderate-level relationships between principals' trust in teachers and organizational commitment (r\u0026thinsp;=\u0026thinsp;.675, p\u0026thinsp;\u0026lt;\u0026thinsp;.001), negative moderate-level relationships between principals' trust in teachers and isolation and marginalization (r=-.375, p\u0026thinsp;\u0026lt;\u0026thinsp;.001), and negative moderate level relationships between principals' trust in teachers and organizational commitment and isolation and marginalization (r=-.393, p\u0026thinsp;\u0026lt;\u0026thinsp;.001) (Hypothesis I).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eRegression analysis results for mediation test (n\u0026thinsp;=\u0026thinsp;247)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"9\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"3\" nameend=\"c7\" namest=\"c5\"\u003e \u003cp\u003eOutcome Variables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"4\" nameend=\"c5\" namest=\"c2\"\u003e \u003cp\u003eMI\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003eOC\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eForecast Variables\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eb\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eS.H.\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eLLCI/ULCI\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u003cem\u003eb\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u003cem\u003eS.H.\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003eLLCI/ULCI\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSPTT\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003ea\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.350**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.055\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.4589/-.2411\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cb\u003ec\u003c/b\u003e\u003csup\u003e\u003cb\u003e\u0026rsquo;\u003c/b\u003e\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.790**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.064\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e.6643/.9172\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eMI\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003e-\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003eb\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.224**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.068\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.3596/-.0886\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eConstant\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eİ\u003c/em\u003e\u003csub\u003e\u003cem\u003eM\u003c/em\u003e\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.48.606**\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.584\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e41.5457/55.6679\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003eİ\u003c/em\u003e\u003csub\u003e\u003cem\u003eY\u003c/em\u003e\u003c/sub\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e22.1321\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e5.105\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e12.0751/31.1890\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c5\" namest=\"c2\"\u003e \u003cp\u003e\u003cem\u003eR\u003c/em\u003e\u003csup\u003e\u003cem\u003e2\u003c/em\u003e\u003c/sup\u003e \u003cem\u003e=-.140\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u003cem\u003eR\u003c/em\u003e\u003csup\u003e\u003cem\u003e2\u003c/em\u003e\u003c/sup\u003e\u0026thinsp;=\u0026thinsp;.478\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c5\" namest=\"c2\"\u003e \u003cp\u003e\u003cem\u003eF(\u003c/em\u003e1;245)\u0026thinsp;=\u0026thinsp;40.0796; \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c9\" namest=\"c6\"\u003e \u003cp\u003e\u003cem\u003eF\u003c/em\u003e(2;244)\u0026thinsp;=\u0026thinsp;111.9431; \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"9\"\u003e*p\u0026thinsp;\u0026lt;\u0026thinsp;.05, **p\u0026thinsp;\u0026lt;\u0026thinsp;.01; S.H: Standard Error, (b): Unstandardized beta coefficients)\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e and Fig.\u0026nbsp;2 present the results of the regression analysis based on the Bootstrap method, indicating that the school principal\u0026rsquo;s trust in the physical education teacher has a significant negative effect on marginalization and isolation [(b: \u0026minus;\u0026thinsp;.350; p\u0026thinsp;\u0026lt;\u0026thinsp;0.001, 95% Confidence Interval=(-.4589/-.2411). When the mediator variable was included in the model tested in the research, it was determined that the school principal's trust in the physical education teacher was a significant predictor of teachers' organizational commitment [(b:.790; p\u0026thinsp;\u0026lt;\u0026thinsp;0.001, 95% Confidence Interval =(.6643/.9172)]. In addition, when the principal's trust in the teacher was held constant, marginalization and isolation had a significant effect on organizational commitment [(b: \u0026minus;\u0026thinsp;.224, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001, 95% Confidence Interval = (-.3596/-.0886)]. Finally, according to teachers' perceptions, it was found that the trust of school principals towards teachers had an indirect effect on organizational commitment (Hypothesis II) through a mechanism mediated by the change in the levels of marginalization and isolation (β\u0026thinsp;=\u0026thinsp;.078; p\u0026thinsp;\u0026lt;\u0026thinsp;0.001; 95% Confidence Interval = [.0289, .1410]). This finding suggests that the effect of trust on organizational commitment can be explained by the mediating role of marginalization and isolation levels.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe findings of the study show that school principals' trust in physical education and sports teachers positively affects teachers' commitment to school, and this relationship is shaped by the mediating role of marginalization and isolation. This mediation finding is consistent with the Social Exchange Theory, which suggests that individuals' perceptions of justice and belongingness within an organization affect their organizational commitment through the quality of interpersonal relationships. In this context, principals' trust-building leadership behaviors can be considered as a type of socio-emotional investment that reduces teachers' perceived marginalization and strengthens organizational ties. In line with the results of the research, in a study conducted by Balık\u0026ccedil;ı (2022) in the context of Social Change Theory, the relationship between school principals' ethical behaviors and organizational trust was examined [\u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e85\u003c/span\u003e]. In the study, it was determined that ethical behaviors of principals increased teachers' organizational trust, which in turn strengthened teachers' organizational commitment. This finding suggests that trust-building behaviors of administrators play an important role in increasing teachers' commitment to the organization. Moreover, our findings are consistent with the Psychological Exclusion Model (Williams, 2007). According to this model, social exclusion negatively affects organizational commitment by damaging individuals' motivation and sense of belonging. This study provides empirical support for these theoretical frameworks by showing that the interaction between trust and marginalization increases teachers' commitment to the organization [\u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e86\u003c/span\u003e]. It is suggested that stakeholders' perceptions, feelings, and commitment towards the organization are closely related to trust in the organization. However, it has been stated that the trust levels of stakeholders towards the organization they are in may differ according to the trust relationship between them and their managers [\u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e87\u003c/span\u003e]. Especially in the school environment, it is stated that trust between stakeholders is critical for the effectiveness of educational processes and the general atmosphere of the school [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. In this context, it is emphasized that teachers' trust in their colleagues and school administrators plays a decisive role in both achieving the goals of the organization [\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e88\u003c/span\u003e] and increasing the academic achievement of students [\u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e89\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eOn the other hand, teachers who find the administrator inadequate are likely to decrease their trust in this administrator. \u0026Ouml;zdemir and G\u0026uuml;nd\u0026uuml;z [\u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e90\u003c/span\u003e] examined the relationship between organizational trust and commitment through teacher perceptions and found a positive relationship between organizational trust and commitment. This finding shows that organizational trust is one of the main factors that increase individuals' commitment to the organization. Similarly, in another study examining the relationship between school administrators' organizational justice behaviors and teachers' organizational commitment and trust, significant and positive relationships were found between these variables [\u003cspan citationid=\"CR91\" class=\"CitationRef\"\u003e91\u003c/span\u003e]. In this context, school principals' leadership characteristics and their approaches to school climate have a significant impact on teachers' commitment to the organization [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e92\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eOn the other hand, there are also studies suggesting that trust alone may not be sufficient. For example, Sakallı and Şenel (2024) examined the relationship between physical education teachers' perceptions of marginalization and role stressors and found that marginalization can negatively affect teachers' organizational commitment by increasing the stress they experience in their professional roles [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. Therefore, it is thought that not only trust but also school policies and societal perspectives should be changed to reduce marginalization.\u003c/p\u003e \u003cp\u003eIn addition, teachers' conducting teaching processes with a collective understanding depends on principals' providing the vision and appropriate conditions to support this process [\u003cspan citationid=\"CR93\" class=\"CitationRef\"\u003e93\u003c/span\u003e, \u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e94\u003c/span\u003e]. In summary, the adoption and sustainability of organizational culture contribute to the effective functioning of the school system and the achievement of goals by strengthening trust and cooperation among stakeholders [\u003cspan citationid=\"CR95\" class=\"CitationRef\"\u003e95\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eAs social beings, people tend to make their environments meaningful through the social ties they establish [\u003cspan citationid=\"CR96\" class=\"CitationRef\"\u003e96\u003c/span\u003e]. However, exclusion or marginalization is a negative situation that damages the individual's self-esteem, causes communication problems, and is considered a subjective experience [\u003cspan citationid=\"CR97\" class=\"CitationRef\"\u003e97\u003c/span\u003e, \u003cspan citationid=\"CR98\" class=\"CitationRef\"\u003e98\u003c/span\u003e]. The Psychological Exclusion Model developed by Williams [\u003cspan citationid=\"CR99\" class=\"CitationRef\"\u003e99\u003c/span\u003e] provides an important framework to explain the effects of exclusion on individuals and provides predictions about the consequences of this situation [\u003cspan citationid=\"CR100\" class=\"CitationRef\"\u003e100\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eExclusion in organizations is considered a process that negatively affects the organizational commitment of employees. In the study conducted by Yılmaz [\u003cspan citationid=\"CR101\" class=\"CitationRef\"\u003e101\u003c/span\u003e] in schools, it was stated that exclusion weakens teachers' professional and organizational commitment. Similarly, Kamalı and Biral [\u003cspan citationid=\"CR96\" class=\"CitationRef\"\u003e96\u003c/span\u003e], in their study on exclusion in educational organizations, found that exclusion generally follows a direction from the administrator to the teacher and that this situation leads to results such as decreased performance, unhappiness, and requesting a transfer. Studies conducted in various sectors also reveal that exclusion reduces individuals' work motivation and weakens their organizational commitment [\u003cspan citationid=\"CR102\" class=\"CitationRef\"\u003e102\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIntergroup communication theory emphasizes that the positive attitudes of social group members towards each other play an encouraging role in achieving the group's goals [\u003cspan citationid=\"CR103\" class=\"CitationRef\"\u003e103\u003c/span\u003e]. In this context, healthy communication between stakeholders in schools has a critical importance in achieving organizational goals. However, experiencing negative emotional states such as exclusion may have consequences that damage organizational commitment and negatively affect the general atmosphere of cooperation.\u003c/p\u003e \u003cp\u003eIt is stated that the active involvement of teachers in the process without isolating them by adopting a democratic leadership approach is an important factor in teachers' commitment to the organization. In addition, teachers' trust in their principals has a positive effect on their organizational commitment [\u003cspan citationid=\"CR104\" class=\"CitationRef\"\u003e104\u003c/span\u003e]. Studies show that democratic behaviors enable teachers to feel valuable and peaceful, and organizational trust makes a valuable contribution by playing a mediating role in this process [\u003cspan citationid=\"CR105\" class=\"CitationRef\"\u003e105\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIn the literature, it is emphasized that the support received from the organization increases the social interaction and motivation of the members of the organization and positively affects their attitudes and behaviors toward the organization [\u003cspan citationid=\"CR106\" class=\"CitationRef\"\u003e106\u003c/span\u003e, \u003cspan citationid=\"CR107\" class=\"CitationRef\"\u003e107\u003c/span\u003e]. The fact that leaders or managers show an understanding approach in their relations with their subordinates and reward them by appreciating their achievements increases the employees' feelings of loyalty. In addition, it is recommended that they listen to their suggestions and adopt an encouraging attitude instead of punishing or isolating them in case of mistakes [\u003cspan citationid=\"CR105\" class=\"CitationRef\"\u003e105\u003c/span\u003e]. It is stated that the level of communication of organizational stakeholders increases their happiness and contributes to the positive development of organizational effectiveness [\u003cspan citationid=\"CR108\" class=\"CitationRef\"\u003e108\u003c/span\u003e]. Considering that happiness has an important place in the lives of individuals and directly affects satisfaction in the workplace, it is emphasized that organizational stakeholders should adopt this situation [\u003cspan citationid=\"CR109\" class=\"CitationRef\"\u003e109\u003c/span\u003e]. In a study conducted by Zhou et al. [\u003cspan citationid=\"CR110\" class=\"CitationRef\"\u003e110\u003c/span\u003e], it was concluded that organizational commitment is directly affected by both intrinsic and extrinsic motivation sources, especially intrinsic motivation has a stronger positive effect on commitment. This finding suggests that commitment is related to the sense of belonging within the group. It is stated that organizational support and trust positively affect individuals' career development processes and increase their commitment to the organization [\u003cspan citationid=\"CR111\" class=\"CitationRef\"\u003e111\u003c/span\u003e, \u003cspan citationid=\"CR112\" class=\"CitationRef\"\u003e112\u003c/span\u003e]. In addition, it is stated that a supportive organizational structure contributes to teachers' work peace [\u003cspan citationid=\"CR113\" class=\"CitationRef\"\u003e113\u003c/span\u003e, \u003cspan citationid=\"CR114\" class=\"CitationRef\"\u003e114\u003c/span\u003e]. In this context, it is emphasized that teachers play a critical role in terms of the success and sustainability of the organization, their commitment to work is decisive in this process, and the attitudes of managers and stakeholders have an important place in this context [\u003cspan citationid=\"CR115\" class=\"CitationRef\"\u003e115\u003c/span\u003e].\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003eTheoretical implications\u003c/h2\u003e \u003cp\u003eThis study makes an important contribution to the literature by revealing the multidimensional interaction of trust, commitment and exclusion in organizational dynamics. The findings suggest that principals' trust in teachers is a critical factor that strengthens teachers' organizational commitment and that marginalization and isolation play a mediating role in this relationship. From a theoretical perspective, future research could consider the integration of artificial intelligence-based techniques such as natural language processing or machine learning in the analysis of large-scale qualitative data on concepts such as trust, commitment and marginalization. This approach may allow for more dynamic and in-depth modeling of teachers' experiences and may contribute to innovative theoretical insights beyond traditional survey-based methods.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003ePractical implications\u003c/h2\u003e \u003cp\u003eLeadership programs need to be developed to improve the leadership skills of school administrators and to enable them to adopt trust-based leadership approaches. Strategies such as mediation and conflict resolution need to be implemented to combat marginalization and isolation in schools. In addition, school principals should be required to participate in training programmed to support teachers' emotional well-being. To increase teachers' commitment, school administrations need to develop comprehensive policies that include not only professional development but also psycho-social support services and work-life balance. Practices based on theoretical foundations such as organizational justice, equality, respect, and open communication can be added. Concrete and progressive strategies can be developed to improve the climate within the school. To prevent the marginalization of physical education teachers and to emphasize the importance of the course, a school culture in which each individual in the organization is equally valued should be ensured, and the importance of physical education courses should be explained through awareness seminars for administrators. Furthermore, school administrators and policymakers can benefit from the integration of artificial intelligence (AI)-based data analytics platforms developed to monitor and interpret teachers' trust perceptions, organizational commitment levels, and marginalization tendencies in real time. Such systems can enable early detection of trust-based problems and timely and data-driven interventions to support teacher well-being and organizational cohesion. However, policy makers are encouraged to undertake targeted reforms to strengthen the professional status of physical education teachers and reduce the risk of marginalization in school settings. Structural changes to guarantee the active participation of physical education teachers in school management processes - for example, their mandatory inclusion in school management boards - would contribute to meaningfully representing their professional perspectives in institutional decision-making processes.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003eLimitations and future studies\u003c/h2\u003e \u003cp\u003eOur study has some limitations. First of all, the study was limited to physical education and sport teachers working in Turkey. This may limit the generalizability of the findings to different cultural contexts. In addition, the cross-sectional design of the study prevents the causal relationships between the variables from being fully revealed. Therefore, in future studies, comparative studies should be conducted in different countries to take cultural effects into account and the generalizability of the proposed model should be tested. In addition, the use of more advanced methods such as structural interventions and experimental research designs to evaluate the long-term effects of the proposed intervention programs will make significant contributions to the literature.\u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eConceptualization, Hasan Buğra Ekinci and Ahmet Yavuz Mallı; formal analysis, Emrah Se\u0026ccedil;er; investigation, Oğuz Kaan Esent\u0026uuml;rk and Hasan Buğra Ekinci; theoretical framework and hypotheses development, Hasan Buğra Ekinci and Ahmet Yavuz Mallı; data collection, Emrah Se\u0026ccedil;er and Oğuz Kaan Esent\u0026uuml;rk; methodology and data analysis, Emrah Se\u0026ccedil;er and Oğuz Kaan Esent\u0026uuml;rk.; supervision, Oğuz Kaan Esent\u0026uuml;rk.; validation, Emrah Se\u0026ccedil;er; writing\u0026mdash;original draft, Ahmet Yavuz Mallı; writing\u0026mdash;review and editing, Hasan Buğra Ekinci, Ahmet Yavuz Mallı, Emrah Se\u0026ccedil;er, and Oğuz Kaan Esent\u0026uuml;rk.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo funding has been received for conducting this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Approval and Procedure\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data of the study were collected after the decision of Erzincan Binali Yıldırım University Human Research, Health and Sports Sciences Ethics Committee No. 10/04 in session 10 dated 25.10.2024 and after the informed consent of the participants was obtained. Participants were informed that they could withdraw from the study at any time. All procedures performed in this study comply with the 1964 Helsinki Declaration and ethical standards.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed consent\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eRespondents were assured that participation in this research was strictly voluntary and that they could withdraw at any stage without any possible consequences. It was also assured that the responses would be kept confidential and used for research only. They consented to the completion and submission of the survey.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eCengiz Y, Demirdağ S. Analysis of master\u0026apos;s theses and articles on the subject of trust in the manager. 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MOTIVA: Jurnal Psikologi. 2024;7(2):12-19. https://doi.org/10.31293/mv.v7i2.8145.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Physical education teachers, Organizational commitment, School principals' trust, Marginalization and isolation","lastPublishedDoi":"10.21203/rs.3.rs-5549121/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5549121/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003ePurpose\u003c/strong\u003e: This study investigates how school principals' trust in physical education teachers affects teachers' organizational commitment and explores the mediating role of marginalization and isolation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethodology: \u003c/strong\u003eData were collected from 247 physical education and sports teachers using validated scales on principals' trust, organizational commitment, and marginalization and isolation. Confirmatory factor analysis and regression analyses with bootstrap methods were employed.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults: \u003c/strong\u003eFindings indicated that principals' trust positively correlates with organizational commitment and negatively correlates with teachers' marginalization and isolation. Regression analyses showed that principals' trust significantly reduced marginalization and isolation, and this reduction in turn enhanced teachers' organizational commitment. The mediation effect of marginalization and isolation was statistically significant.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion: \u003c/strong\u003eTrust-building behaviors by school principals are essential in reducing marginalization among physical education teachers and strengthening their organizational commitment. Practical implications suggest that principals should foster trustful environments to enhance teacher commitment and reduce isolation.\u003c/p\u003e","manuscriptTitle":"The Mediating Role of Isolation and Marginalization in the Effect of Trust in School Principals on Organizational Commitment: Physical Education and Sports Teachers","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-04-09 11:37:40","doi":"10.21203/rs.3.rs-5549121/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-07-30T01:49:38+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-07-29T12:05:22+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"267831775607341573671272517065168966220","date":"2025-07-05T16:01:35+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"325673987694487794685190839135758719094","date":"2025-04-26T04:59:27+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-04-23T21:23:09+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"46857289609746007471042855240139795279","date":"2025-04-10T11:15:26+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-04-08T07:04:33+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-04-08T01:38:00+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Psychology","date":"2025-04-07T10:39:10+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"9e0d813d-7dea-4ac5-bcb3-baa9b00b034e","owner":[],"postedDate":"April 9th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-10-20T16:00:44+00:00","versionOfRecord":{"articleIdentity":"rs-5549121","link":"https://doi.org/10.1186/s40359-025-03504-3","journal":{"identity":"bmc-psychology","isVorOnly":false,"title":"BMC Psychology"},"publishedOn":"2025-10-16 15:56:50","publishedOnDateReadable":"October 16th, 2025"},"versionCreatedAt":"2025-04-09 11:37:40","video":"","vorDoi":"10.1186/s40359-025-03504-3","vorDoiUrl":"https://doi.org/10.1186/s40359-025-03504-3","workflowStages":[]},"version":"v1","identity":"rs-5549121","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5549121","identity":"rs-5549121","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}