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.
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.