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

Abstract

The first year of teaching is often fraught with difficulties. A sense of belonging can offer succor for first-year teachers as they navigate their new roles. Studies have explored belonging in K-12 students, but few have examined belonging in first-year teachers. To address this gap, I took a qualitative multiple case study approach using data from two semi-structured interviews with nine teachers during their first year in the classroom to explore how they experienced belonging at their schools. Five themes emerged across the cases. I detail these findings and offer suggestions for schools to improve sense of belonging in first-year teachers.