Can teacher ostracism be prevented? Exploring how empowering leadership can mitigate teacher ostracism through work engagement

Abstract

Aim

Using the job demands-resources model, this study theorizes the negative longitudinal relationship between empowering leadership and teacher ostracism, both directly and through work engagement.

Method

For this purpose, data collected in three waves at four-month intervals from 473 teachers (51.6% women; mean age = 42.26) working in schools at different levels in the centre of Elazığ province, eastern Turkey, during the 2022–2023 academic year were used. The relationships between the variables were analysed using a cross-lagged panel model with latent variables.

Results

The findings showed that empowering leadership positively related to work engagement and negatively related to teacher ostracism. Work engagement, in turn, is negatively related to teacher ostracism. Additionally, empowering leadership was found to be negatively related to teacher ostracism through work engagement.

Conclusion

These results suggest that empowering leadership may be a crucial factor in preventing teacher ostracism, both directly and by enhancing employee engagement. The article concludes by discussing the theoretical contributions of the findings and presenting practical implications to help mitigate the risk of teacher ostracism.