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Published VersionCC BY V4.0, Open Access
Journal article
A scoping review of the factors contributing to a sense of belonging in early career teachers
Educational Research Review, Vol.48, pp.1-21
2025
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.
Details
- Title
- A scoping review of the factors contributing to a sense of belonging in early career teachers
- Authors
- Ebony Melzak - Monash UniversityKelly-Ann Allen (Corresponding Author) - Monash UniversityRhea Jain - Monash UniversityMarc Pruyn - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
- Publication details
- Educational Research Review, Vol.48, pp.1-21
- Publisher
- Elsevier BV
- Date published
- 2025
- DOI
- 10.1016/j.edurev.2025.100700
- ISSN
- 1878-0385; 1747-938X
- Copyright note
- © 2025 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
- Data Availability
- No data was used for the research described in the article.
- Grant note
- This research was supported by an Australian Government Research Training Program (RTP) Scholarship.
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 991144502902621
- Output Type
- Journal article
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