This study aims to examine the effects of school principals' empowering leadership style on teachers' job satisfaction by focusing on the mediating effect of trust and psychological empowerment. Researchers of this study developed hypotheses and proposed a model based on theoretical explanations and obtained results. The proposed model was later tested by SEM (Structural Equation Modeling) analysis. The population of the research consists of teachers working in the central districts of Denizli, and the sample of the research consists of 401 teachers who were determined randomly from this population and participated in the research voluntarily. The analyses revealedthat school principals' empowering leadership behaviors positively, significantly predicted teachers' job satisfaction, trust in principal, and perceptions of psychological empowerment. In addition, it was determined that trust and psychological empowerment have a mediating effect on the relationship between empowering leadership behaviors and job satisfaction. The obtained results were compared with the results of the relevant research, and recommendations were made for future policies and practices.

* Bu makale Servet Atik'in Niyazi Özer danışmanlığında yürüttüğü "Akademik başarının yordayıcıları olarak öğretmene güven, okula karşı tutum, okula yabancılaşma ve okul tükenmişliği" başlıklı doktora tezinden üretilmiştir.

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The purpose of this study is threefold: 1) to determine the levels of university students' engagement and trust in professors, 2) to investigate if there is a significant difference between students' engagement and trust scores in terms of some variables, and 3) to explore the relationship between student engagement and trust in professors. The participants comprised 1840 university students studying at seven different faculties of Inonu University during the 2013-2014 academic year. A test battery containing demographic information, student trust scale and student engagement scale was administered to the participating students. Results showed that female students and students from earlier grades trust in professors and engage into classroom activities more. Regression analysis results, also, indicated that students' scores on trust in professors explained approximately 16% of the total variance in student engagement. This implies that when students trust in their professors they tend to engage in lessons more, which, in turn, brings about better learning.