A scoping review of the factors contributing to a sense of belonging in early career teachers

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ebony Melzak , Kelly-Ann Allen , Rhea Jain , Marc Pruyn
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引用次数: 0

Abstract

Teacher burnout and attrition present critical challenges for education systems globally, with up to 50 % of early career teachers (ECTs) leaving the profession within their first five years. While research has linked teacher belonging to increased resilience, job satisfaction, and organisational commitment, limited systematic understanding exists regarding how to foster belonging specifically among ECTs who face unique transitional challenges into the profession. This scoping review aims to synthesise findings regarding the factors that positively contribute to ECTs’ sense of belonging in their workplaces applying a socio-ecological lens. Four comprehensive electronic database searches yielded 4998 studies that were systematically reviewed to identify relevant research. The PRISMA-ScR guidelines were used, yielding 31 studies that met eligibility requirements. Forty-one factors were identified as contributing to sense of belonging in ECTs. Thematic analysis generated four key themes regarding the factors that contribute to ECTs belonging to their workplace. Key findings suggest that teacher collaboration, relationships with colleagues, supporting ECTs through their early-career journey, and getting ECTs involved in school decision making are critical areas to boost sense of belonging. These findings provide a starting point for future research to explore the empirical relationships between these factors and teacher belonging to guide interventions, strategies, and policies that can address teacher burnout and attrition rates globally.
对早期职业教师产生归属感的因素进行范围审查
教师职业倦怠和人员流失是全球教育系统面临的严峻挑战,高达50%的早期职业教师(ECTs)在入职五年内离职。虽然有研究将教师归属感与增强的适应力、工作满意度和组织承诺联系起来,但对于如何在面临独特过渡挑战的ECTs学生中培养归属感,目前的系统理解有限。这一范围审查旨在综合有关积极促进ECTs在工作场所归属感的因素的发现,应用社会生态学的视角。四次全面的电子数据库检索产生了4998项研究,系统地审查了这些研究,以确定相关研究。使用PRISMA-ScR指南,有31项研究符合资格要求。41个因素被确定为影响ECTs学生归属感的因素。专题分析产生了四个关键主题,这些主题涉及影响他们工作场所ECTs学分的因素。主要研究结果表明,教师合作、与同事的关系、在早期职业生涯中支持ECTs,以及让ECTs参与学校决策是增强归属感的关键领域。这些发现为未来的研究提供了一个起点,以探索这些因素与教师归属感之间的实证关系,从而指导全球范围内解决教师职业倦怠和流失率的干预措施、策略和政策。
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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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