This study examines how secure base leadership (SBL) exercised by instructors in police academies relates to burnout, work engagement, and cadet performance during training. Drawing on the job demands–resources (JD-R) theory, SBL is conceptualized as an organizational resource that may influence both motivational and strain-related processes during the early stages of police professional formation.
A cross-sectional survey was administered to 1,626 cadets from two national training centers of Carabineros de Chile. Using partial least squares structural equation modeling, the study tested direct relationships between SBL and performance, as well as indirect effects through work engagement and burnout.
Results showed that SBL was negatively associated with burnout and positively associated with work engagement. SBL was also positively related to performance. In addition, work engagement mediated the relationship between SBL and performance outcomes.
The findings of this study suggest that instructor behaviors perceived as consistent with SBL may play a key role in sustaining cadet engagement during police training. Approaches that combine emotional support with the encouragement of autonomy and challenge appear especially relevant, given the central mediating role of work engagement. Training programs may benefit from incorporating these principles into instructor development to promote more adaptive forms of engagement and performance in demanding training contexts.
Applying insights from attachment theory to leadership provides a useful lens for understanding leadership in police training. Early exposure to leadership behaviors perceived as supportive and development-oriented may shape patterns of engagement and responses to job demands that extend into later stages of professional practice. These patterns are likely to influence how future officers approach demanding situations, interact with citizens, and perform their professional roles, with potential implications for the quality of police service.
This study provides empirical evidence on SBL in the context of police training in Chile. The findings highlight the relevance of leadership behaviors aligned with the SBL model as organizational resources associated with cadet engagement and performance during the early stages of police careers.
