Okcu, VeyselCemaloglu, NecatiAy, Inan2024-12-242024-12-2420240119-56462243-7908https://doi.org/10.1007/s40299-024-00895-6https://hdl.handle.net/20.500.12604/6255This study investigates the impact of empowering leadership exhibited by school principals on teachers' perspectives on organizational ostracism and well-being at work in educational settings in T & uuml;rkiye. Applying a cross-sectional research design, we collected responses from 603 teachers in different provinces. The results reveal that empowering leadership has a positive impact on teachers' well-being. Furthermore, empowering leadership practices significantly diminish teachers' perceptions of ostracism, thus cultivating a positive and inclusive work environment. Our findings emphasize the pivotal role of organizational ostracism in mediating the relationship between empowering leadership and well-being at work, highlighting the importance of empowering leadership in creating a healthy and supportive school setting. These insights offer valuable guidance to school leaders, teachers, and policymakers in crafting conducive work environments, enhancing teacher-principal relationships, and promoting overall teacher well-being.eninfo:eu-repo/semantics/openAccessEmpowering leadershipOrganizational ostracismWell-beingPrincipalsTeachersArticleN/AWOS:001283872800001Q12-s2.0-8520035725910.1007/s40299-024-00895-6