“I kind of have that place to sit”: First-year teachers' experiences of belonging

“It matters if I am here“: Norwegian Urban Lower Secondary School Teachers and Leaders’ Experiences of Belonging

“…This finding resonates with broader educational literature that emphasizes the relational aspects of teaching and student-teacher relationships (e.g., Corbin et al, 2019;Split et al, 2011) but extends it by suggesting that connections teachers forge with students are essential for their experiences of belonging at work. This contrasts with previous Nordic studies where student-teacher relationships are not a feature in models of teacher belonging (e.g., Pesonen et al, 2021) In line with existing research, this study reaffirms that teachers' sense of belonging is strengthened by supportive collegial relationships and experiences of acceptance and respect for their individual contributions (e.g., Bhatt & Vakkayil, 2023;Bjorklund et al, 2023;Pesonen et al, 2021;Skaalvik & Skaalvik, 2011;2019). The concept of value consonance emerges as especially salient for urban lower secondary school teachers' experiences: the degree to which their personal values resonate with school values, goals, and norms.…”

“…However, the findings shed light on the mutual benefits of student-teacher relationships, a theme that extends beyond the previously recognized importance of student well-being and academic achievement (e.g., Allen et al, 2018). Although they have been mentioned in international literature (Bjorklund Jr., 2023;Clandinin et al, 2015), the current study emphasizes the reciprocal influence of such relationships, establishing them as a foundational element of teachers' sense of belonging in the context of urban lower secondary schools.…”

“…Belonging, the subjective feeling of deep connection with social groups, physical places, and individual and collective experiences (Allen et al, 2021a), has been established as a fundamental human need and motivation (Baumeister & Leary, 1995;Hagerty et al, 1992). While organizational and workplace belonging (e.g., Belle et al, 2015;Bhatt & Vakkayil, 2023;Filstad et al, 2019) has been studied across professions, the empirical body of literature on how teachers experience belonging is scarce (e.g., Bjorklund Jr., 2023;Pesonen et al, 2021). A neglected focus on teachers' experiences of belonging to their schools is paradoxical, considering their essential role in fostering student belonging (Allen et al, 2018) and the global challenges regarding the recruitment and retention of teachers (e.g., Clandinin et al, 2015;Ingersoll et al, 2019;Kelchtermans, 2017).…”

“…In discussion with Allen et al (2022a), who are prominent belonging researchers, Leary and Baumeister shared how most research over the past 25 years has involved questionnaire studies or lab experiments, with too little attention given to how people experience belonging in their daily lives (e.g., at work or school). Second, while later studies have investigated experiences of belonging among early-career teachers (Bjorklund Jr., 2023;Skott, 2019) and in co-teaching relationships (Pesonen et al, 2021), less is known about how teachers experience belonging in an urban lower secondary school setting. Further, in Norwegian education, there is a need to promote experiences of belonging in culturally diverse school systems (Burner & Osler, 2021;Hancock et al, 2021).…”