VOICES OF BELONGING: A QUALITATIVE STUDY OF TEACHER EXPERIENCES OF THE WORKPLACE

AILEEN G. NANLABI

Abstract


This study explored teachers’ experiences of belonging in the workplace using a qualitative design to capture participants’ perspectives. It aimed to examine teachers’ personal experiences, the factors that made them feel valued, and how their sense of belonging influenced their work performance. Seventeen teachers from public schools in the Municipality of Arakan participated in in-depth interviews and focus group discussions. Analysis revealed key themes in teachers’ personal experiences: Participation and Voice, Recognition and Feedback, Peer Support and Collaboration, Exclusion from Informal or Decision Processes, Temporal Growth, and Organizational Change Effects; factors influencing perceived value: Exclusionary Decision Practices, Unequal Workload and Task Allocation, Unclear or Uneven Policies, Lack of Recognition, Time and Workload Constraints, and Clique Dynamics; and the impact of belonging on performance: Role and Life-stage Identity, Professional Identity, Cultural/Regional Identity, Communication Style and Personality, Language/Multilingualism, and Marginalization when Skills or Identity are Undervalued. Findings suggest that a strong sense of belonging enhances collaboration, motivation, and overall teaching performance, highlighting the importance of inclusive, supportive, and equitable school environments.

Keywords


Qualitative Research, Teacher Experience, Sense of Belonging, Work Performance, Teacher Value, School Collaboration

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References


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DOI: http://dx.doi.org/10.65010/seairj.v7i3.302

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