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The mediating role of isolation and marginalization in the effect of trust in school principals on organizational commitment: physical education and sports teachersSeçer, EmrahMalli, Ahmet YavuzEki̇nci̇, Hasan BuğraEsentürk, Oğuz KaanMarginalization and isolationOrganizational commitmentPerception of trustPhysical education teachersAdultCross-Sectional StudiesFemaleHumansLeadershipMaleMiddle AgedOrganizational CulturePersonnel LoyaltyPhysical Education and TrainingSchool TeachersSchoolsSocial IsolationSportsSurveys and QuestionnairesTrustcross-sectional studyhumanpersonnel managementphysical educationpsychologyquestionnaireschoolschool teachersportPurpose: This study examines how teachers' perceptions of their principal's trust in them are associated with their organizational commitment, with a particular focus on the mediating role of marginalization and isolation. Methodology: Data were collected from 247 physical education and sports teachers using validated instruments measuring perceived principal trust, organizational commitment, and marginalization and isolation. Confirmatory factor analysis and bootstrap mediation analyses were conducted. Results: The findings revealed that perceived principal trust was positively associated with organizational commitment and negatively associated with marginalization and isolation. Higher levels of perceived trust corresponded with lower feelings of marginalization and isolation, which in turn were linked to more substantial organizational commitment. The indirect effect of marginalization and isolation was statistically significant, providing support for the mediation hypothesis. Conclusion: Acknowledging the study's cross-sectional design, the results suggest that leadership practices aimed at enhancing teachers' perception of being trusted are crucial for mitigating feelings of marginalization and fostering organizational commitment. Practical implications involve promoting leadership behaviors that not only build trust but also actively and clearly signal it, thereby creating a more inclusive and supportive school environment where all teachers feel valued. © The Author(s) 2025.BioMed Central Ltd2025Articlehttps://rdlopen.rawdatalibrary.net/r/ebyu/10771https://doi.org/10.1186/s40359-025-03504-32050-7283enBMC Psychologyinfo:eu-repo/semantics/openAccessinfo:eu-repo/semantics/articlehttps://ebyu-rdlopen.rawdatalibrary.net/tr/items/ebyu/10771