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International Journal of Instruction October 2021 ● Vol.14, No.4
e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X
pp. 775-790
Citation: Kachchhap, S. L., & Horo, W. (2021). Factors influencing school teachers’ sense of
belonging: An empirical evidence. International Journal of Instruction, 14(4), 775-790.
https://doi.org/10.29333/iji.2021.14444a
Article submission code:
20200709091848
Received: 09/07/2020
Revision: 22/04/2021
Accepted: 17/05/2021
OnlineFirst: 02/09/2021
Factors Influencing School Teachers’ Sense of Belonging: An Empirical
Evidence
Sandeep Lloyd Kachchhap
PhD, Walailak University, Thailand, slkachchhap@gmail.com
Wilson Horo
MA, Lotus Adventist English School, India, wilsonhoro4@gmail.com
An educational organization includes a variety of people from different
backgrounds, which may include culture, language, tradition, custom, belief and so
on. They all work at different levels to meet the distinct goals and objectives of an
organization. By extension, schools fit the same profile, in that they are educational
organizations. To meet a desired outcome, it is essential for the teachers in a
school to work together. This coordination as well as efficiency in the work can
exist when there is a sense of belongingness among teachers. This study sought to
examine the influence the selected factors had on the sense of belongingness.
Using a quantitative approach a sample (n=186) of teachers were selected to test
this influence. A cross sectional survey methodology was employed for data
collection. Reliable instruments were carefully selected and, before being used,
were pilot tested to ensure its reliability in the context. The data was analyzed
using descriptive analysis, Pearson correlation and multiple regression. The result
of the study revealed that perceived organizational support and organizational
climate had a positive influence on teachers' sense of belonging. Additionally, it
was identified that organizational climate was a better predictor of teachers’ sense
of belonging.
Keywords: teachers’ sense of belonging, perceived organizational support,
organizational climate, teachers, educational organization
INTRODUCTION
People live in environments in a way that the interaction between man and environment
actually determines the future of both (Dearing et al., 2006). Because of this relationship
it is possible that factors that are both internal and external to man can influence well-
being. In fact, it suggested that man is a result of biological and sociocultural influences
(Tomljenovic, 2014). Work has taken a central place in many people's lives such that
much of a person’s waking hours is spent at work (Michaelson et al., 2014). It may,
therefore, be argued that an employee is influenced by his work environment. By
extension teachers, as much as they are responsible for creating the right atmosphere for
776 Factors Influencing School Teachers’ Sense of Belonging: An …
International Journal of Instruction, October 2021 ● Vol.14, No.4
students, are influenced by the environment they are in as well. The term educational
environment is multifaceted, typically including physical, emotional and intellectual
context wherein the learning takes place. The educational environment is typically
shaped by the perspectives a learner has of these contexts and the quality, thereby, is
defined by these perspectives (Ergur, 2009). The environment that shapes learning can
potentially impact how students are engaged in the classroom, their motivation and how
important they feel the learning is to themselves (Hutchinson, 2003).
Educational environments can include atmosphere, number of (formal) learning
opportunities and available facilities (Karagiannopoulou & Christodoulides, 2005).
Research has evidenced that the educational environment adds value to the quality of
education such that the involvement, success and satisfaction of students is determined
by their perception of the environment in which they learn (Schönrock-Adema et al.,
2012). The psychosocial environment in educational settings makes it a vital concept in
understanding how individuals function on the basis of relationships within the
organization (Allodi, 2010). In fact, school climate—often defined by the quality of
social relationships—was identified as a factor related to well-being (Ruus et al, 2007).
Need to Belong
Globalization, among many other phenomena, has led to diversity in current work
environments (Martin, 2014). Diversity in the workplace could include differences
between people working in the same organization in terms of religion, age, gender,
qualifications, tenure, work experience, skills and many more (Patrick & Kumar, 2012).
However, there seems to be some level of ambiguity in how diversity is defined. In
order for diversity to work to the advantage of the organization it would be helpful to
clearly distinguish functional from social diversity (Simon & Rowland, 2011). Despite
this conceptual ambiguity, owing to globalization, there seems to have been a sudden
surge of several forms diversity in many organizations. This is particularly in part
because diversity in the workplace was found to have improved innovative performance
(Mohammadi, Brostron & Franzoni, 2017). Moreover, it was specifically established
that diversity in knowledge is what enables innovation (Lungeanu & Contractor, 2015).
Despite the many disadvantages or advantages of diversity in the workplace, one thing
that is certain is that we cannot escape it. In educational institutions it is characteristic
today to find a diverse population both in terms of employees and students. Given the
wide migration of students for education and teachers for job prospects, ethnic diversity
continues to grow. With this growth in diversity there is a possibility of concern for the
need to find affiliation in the workplace in order for pro-organizational attitudes to be
manifested.
The need to belong is a fundamental human experience (Hirsch & Clark, 2018).
Belongingness, which is the need to belong, includes the desire to be accepted in and be
affiliated to a certain group (Baumeister & Leary, 1995). The need to affiliate with a
group can be unique to a peer group school among school students, co-workers, an
athletic team, teaching team, a church group. The need for affiliation goes beyond
simply knowing, or being known by other people. On the contrary, receiving attention,
being accepted and being supported by group members, along with providing the same
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International Journal of Instruction, October 2021 ● Vol.14, No.4
in reciprocation, is central to belongingness (DeWall, Baumeister & Vohs, 2008)).
Further, it is an experience that allows employees to feel that their performance directly
affects the functioning of the organization they belong to. It has been found that
employees’ need to belong is an antecedent to organizational effectiveness (Bedarkar &
Padita, 2013). Consequently, it is possible that when the workplace environment
becomes a place where belongingness is nurtured, employees can potentially perform
better. It was also identified that creating a learning experience for beginning teachers
aided in the development of a sense of belonging in them (Ussher, 2010). Additionally,
employees tend to be successful in achieving goals when the environment is supportive
which in turn leads to engagement at work (Bakker, Schaufeli, Leiter & Taris, 2008). It
is quite likely possible that when teachers are provided with guidance when needed, they
would feel more committed to being absorbed in work, and by extension, would feel like
they belong and satisfied. In fact, satisfied teachers are invaluable assets in any effective
educational system (Rezaee, Khoshsima, Zare-Bahtash & Sarani, 2018)
It is very possible that when the need to belong is left unaddressed, or rather thwarted, it
could lead to negative outcomes. This idea was actually confirmed through a series of
experiments (Twenge et al., 2003). Among several of the findings in these experiments,
it was concluded that participants who experienced rejection perceived life as
meaningless and displayed tendencies to escape self-awareness. Additionally, these
participants also displayed lethargy and an altered sense of time. These are certainly
outcomes that no management would want to see in their employees. On the contrary,
prosocial employees would add more value to any organization by actively making
contributions when and where needed. For instance, in a school, a prosocial teacher is
more likely to offer to help out in the orientation of a newly recruited teacher. In fact,
employees may more willingly engage in prosocial behaviours as accepted by the
culture of the group they desire to belong to (Twenge et al., 2007). As a result, when
employees’ need to belong is satisfied through social support and a sense of community,
the environment can potentially drive engagement. At the workplace, group membership
provides an avenue to nurture social identity through shared activities and mutual care
(Hirsch & Clark, 2018). Consequently, a psychological safe environment is created that
caters to employees’ need to belong. In such an environment there is a better chance of
improved performance and, perhaps, even innovation. Particularly in schools, where
teachers often work as a community, it would be very helpful to maintain an
environment that nurtures a sense of belonging.
Organizational Climate
Organizational climate is typically seen as the perception employees develop as a result
of the interplay between the employees and the policies, procedures and practices of the
workplace (Schneider, Ehrhart & Macey, 2013). The environment within an
organization characterized by leadership, roles, communication, interactions among
individuals, shared values and reward systems among others, can impact employees’
desire for success in the workplace (Neal, Griffin, Hart, 2000). In fact, leadership seems
to have a strong role in shaping organizational climate (Grojean, Resick, Dickson, &
Smith, 2004). By extens ion, looking at managers as leaders, employees’ perception
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International Journal of Instruction, October 2021 ● Vol.14, No.4
of organizational climate has been attributed to human resource management style and
practices (Zhang & Liu, 2010). This would mean that the perceptions that employees
had of their managers and their style of management shapes the organizational climate.
A study assessing the impact of organizational climate on individual behaviour of
employees found that safety climate mediated the influence of organizational climate on
individual behaviour (Neal, Griffin, Hart, 2000). In other words, it may imply that
individual behaviour within an organization is determined by the safety climate, which is
influenced by the context provided by the organizational climate. Sometimes the
environment can cause job stress that often impacts the quality of work which includes
the possibility of wrecked work relationships (Abdullah & Ismail, 2019).
Individually what employees perceive organizational management to be is the
psychological climate at an individual level. However, when the perception is shared
with other colleagues it becomes a concept at the organizational level which can affect
work engagement significantly (Chaudhary, Rangnekar & Barua, 2014). The same can
be extended to schools and how teachers’ engagement in work is affected by the
management practices in the school. Further, school climate was described as the
perceptions that teachers had of the working environment that is shaped by the formal
and informal organization, the quality of relations with colleagues and leadership (Hoy,
1990). Additionally, Rapti (2013) comprehensively defined school climate as a mixture
of factors related to all the stakeholders--teachers, parents, students and leaders. She
pointed out that the values, beliefs, and behaviour of students and parents, the job
satisfaction of employees and the leadership style shape the climate of a school. A
positive school climate is said to have positive student outcomes (Loukas, 2007). Put
simply, we can say that the school climate has the potential to influence how teachers
and students in a school feel. Further, it could imply that the climate of the school can
influence the satisfaction of both students and teachers and, consequently the quality of
academic affairs in the school. Organizational climate as applied to schools, would mean
the perceptions that both employees and students have of the environment within the
school that differentiates it from others.
Perceived Organizational Support
It is quite naturally desirous for employers to have employees who are productive,
dedicated and loyal. Typically, employees who are loyal and dedicated tend to be more
productive and engage in tasks that are favourable for the organization, going beyond
the required duties (Osborne & Hammoud, 2017). Additionally, such employees have a
positive influence on their peers, potentially improving overall participation. However,
in order for employees to be loyal and dedicated they must first be engaged in their work
(Macey & Schneider, 2008). It was also found that when employees feel valued and
find meaning in their work, they are more likely to be engaged in it (Markos & Sridevi,
2010). This means that a feeling of value can enhance engagement at work, eventually
leading to heightened commitment. Further, a retention study found that employees who
felt valued at work also felt more connected to and identified with their organization
(Latif, 2012).
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Perceived organizational support has been referred to as the perceptions that employees
have regarding the degree to which their contributions are valued and if the organization
cares for their well-being (Rhoades & Eisenberger, 2002). In a similar vein, Conway
(2015) explained that employees make efforts to benefit the organization depending on
how the organization treats and values them. This simply implies that employees are
concerned about how the organization values them because this helps to add meaning to
their work life. Further, it was empirically confirmed that when employees perceived
their organizations to be supportive they readily created psychological attachments with
the organizations (Arshadi & Hayavi, 2013). This means that when employers were
perceived to be caring enough to maintain a work environment favourable to the socio-
emotional needs of employees, an attachment with the workplace was consequential. By
extension, we may say that a sense of belonging among employees can be created by
improving the perceptions employees have about their employing organizations. Some
ways an organization can show support to its employees are a) creating an environment
that supports and encourages trust, creativity, fairness and positive communication, b)
encouraging good practices through rewards and recognition, and c) being transparent
and consistent with policies and performance evaluation criteria (Nayir, 2012). Sense of
belonging, conceptually a subset of commitment, has been found to be related to
perceived organizational support (Rhoades & Eisenberger, 2002; Nayir, 2012).
As presented in the discussion above, satisfying the need to belong can help improve the
performance of employees. Additionally, it is possible that when employees hold a
unified perspective of the employing organization to be caring and supportive of their
needs there is a better likelihood of developing an attachment with their organizations.
Likewise, when the organizational climate is suitable for psychological bonding similar
outcomes can be expected. Considering the costs included in attrition rates, it is timely
that organizations consider employees’ sense of belonging to potentially reduce
turnover. Especially, given that turnover is particularly an issue highlighted in the
teaching profession (Carver-Thomas, Darling-Hammond, 2013)
Consequently, the main objective of this study is to test perceived organizational support
and organizational climate as factors that affect teachers’ sense of belonging. The
following three research questions were formulated to help achieve the objective of this
study.
1. How is organizational climate related to sense of belonging?
2. How is perceived organizational support related to sense of belonging?
3. What is the influence of organizational climate and perceived organizational
support on sense of belonging?
METHOD
Since the study endeavoured to test the influence of the selected variables on the sense
of belonging, it employed quantitative methods to achieve that end. Quantitative
research is based on the measurement of quantity and is best suited for testing purposes
(Creswell, 2003). It is applicable to phenomena that can be expressed in terms of
780 Factors Influencing School Teachers’ Sense of Belonging: An …
International Journal of Instruction, October 2021 ● Vol.14, No.4
quantity (Kothari 2004). Quantitative methods emphasize objective measurements and
the numerical analysis of data that is typically generated through questionnaires, and
surveys. This design was deemed fit since it used numerical data to test effects in order
to explain teachers’ sense of belonging. Additionally, this study was approved by the
Institutional Review Board (IRB) of Walailak University (Approval No. WUEC-21-
093-01)
Participants
Probability sampling is typically the type of sampling design selected for quantitative
studies (Best & Kahn, 2006). This is because it allows every member of the population
to have an equal chance of being part of the sample. Consequently, owing to varying
time schedules of the teachers, convenient sampling was employed to recruit a total of
192 teachers from the three selected schools in Pune, India. These schools were selected
based on permissions granted to collect data from them. As a result, 186 surveys were
returned at a rate of 93.5% and this made up the data for the study.
The demographic distribution of the teachers in terms of gender included 64 (34.4%)
males and 122 (65.6%) females. In terms of tenure 69 teachers (37.1%) had 0-5 years;
62 teachers (33.3 %) had 6-10 years; 37 teachers (19.9 %) had 11-15 years; 12 teachers
had (6.5%) 16-20 years; and 6 teachers (3.2 %) had above 20 years of service. Clearly,
the highest number of respondents, in terms of gender, were females and in terms of
tenure, were those who were relatively new to their schools (0-5 years).
Instruments
The survey instrument used in this research included three standardized scales. The
questionnaire for this study had two sections--demographic variables and items
measuring the three variables in the study. Items measuring sense of belonging were
adapted from Sense of Belonging Scales (SOBS) (Hagerty & Patusky, 1995). “I wonder
if I really fit here” and “it is important to me that the work I do is valued” are sample
questions measuring a sense of belonging. Items measuring organizational climate were
adapted from Organizational Climate Scales (OCS) (Patterson, West, Shakleton,
Dawson, Maitlis, Robinson & Wallace, 2005), and sample questions from this scale
include “People at the top tightly control the work of those below them” and “it is
important to check things first with the supervisor before taking a decision”. Perceived
organizational support, adopted from Scales of Perceived Organizational Support
(SPOS) (Eisenberger & Huntington 1984). Sample questions from this instrument
include “the school values my contribution to its well-being” and “the school really
cares about my well-being”. The key factors that help assess the quality of any
measuring instrument is its reliability and validity (Best & Kahn, 2006). Consequently, a
pilot test was conducted to ensure reliability of the instrument that yielded α=0.79,
which was deemed reliable.
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FINDINGS & DISCUSSION
A descriptive analysis of the three variables in the study—perceived organizational
support, organizational climate and sense of belonging—indicate that their sense of
belonging is moderately positive (M=3.72, SD=0.57). Further, the respondents'
perception of the organization to be supportive was found to be moderately positive
(M=3.46, SD=0.64), just as that of organizational climate (M=3.28, SD=0.46). These
inferences were made based on the results presented in Table 1. A closer look at the
results suggests that organizational climate had the lowest mean values. Reflecting on
the items “People at the top tightly control the work of those below them” and “it is
important to check things first with the supervisor before taking a decision” it may
imply that the climate of the organization may be more controlling that the employees
would prefer. Further, the implications of the findings in regards to perceived
organizational support was also suggestive that the teachers in the selected school have a
moderately positive perception. A look at the items “the school values my contribution
to its well-being” and “the school really cares about my well-being” would help in
determining this interpretation. Finally, in regards to sense of belonging, it appears that
teachers' sense of belonging, although not very strong, was positive.
Relationship between Organizational Climate and Sense of Belonging
In order to answer the first research question— relationship between organizational
climate and sense of belonging—Pearsons Correlation analysis of the data was done and
the results are presented in Table 2. The results indicate that the relationship between
organizational climate and sense of belonging was found to be moderately strong and
positive (r=0.433, p=<0.005). This would imply that the climate in the organization is
related to whether employees feel a sense of ownership at the workplace or not. Further,
the climate within an organization is related to the degree to which employees care
about their presence at their workplace. This was consistent with prior research that
found a relationship between organizational climate and a sense of belonging as a sub
dimension of commitment (Berberoglu, 2018; Boateng et al., 2014). This finding
suggests that the way communication within an organization is passed, management
control is set, and other practices that create the organizational climate is related to how
an employee feels like they fit in. Further, it is also related to whether employees feel
like their work is valued by their organization.
Relationship between Perceived Organizational Support and Sense of Belonging
The results suggest that there is a moderately strong and positive relationship between
teachers’ perceived organizational support and their sense of belonging (r=0.41,
p<0.005). This simply implies that the perception teachers have of their organization
being supportive is related to how they fit into their organizations. This is in line with
earlier research that found a strong relationship between perceived organizational
support and employee's sense of belonging (Choi, 2019; Davilia & Garcia, 2012). It was
found that a supportive work environment acted as a buffer on work attitudes such as a
sense of belonging. Additionally, it was found that perceived organizational support was
closely related to the sense of belonging as a dimension of commitment among industrial
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International Journal of Instruction, October 2021 ● Vol.14, No.4
employees in Iran (Arshadi, 2011). This relationship was explained in a way that
perceived organizational support was related to a sense of felt obligation, which
eventually curbed turnover intention. Put simply, there seems to be a strong likelihood
that when employees feel that the organization is supportive towards its employees then
they make care about the contributions they make to the organization.
Table 1
Descriptive test results of the variables in the study
N
Minimum
Maximum
Mean
Std. Deviation
MSOB
186
2.64
6.55
3.7268
.57969
MPOS
186
1.38
4.88
3.4666
.64463
MOC
186
2.12
4.47
3.2875
.46073
Valid N (listwise)
186
Table 2
Correlation test results
MSOB
MPOS
MOC
MSOB
Pearson Correlation
1
Sig. (2-tailed)
N
186
MPOS
Pearson Correlation
.408**
1
Sig. (2-tailed)
.000
N
186
186
MOC
Pearson Correlation
.433**
.656**
1
Sig. (2-tailed)
.000
.000
N
186
186
186
**. Correlation is significant at the 0.01 level (2-tailed)
MOC (Organizational Climate),
MPOS (Perceived Organizational Support)
MSOB (Sense of Belonging)
The influence of organizational climate and perceived organizational support on
sense of belonging
Answering the last research question of the study—the influence of organizational
climate and perceived organizational support on sense of belonging—a regression
analysis was carried out. The results of this test are presented in Table 3. The model
suggests that perceived organizational support and organizational climate are significant
predictors of sense of belonging (p=0.000). Further, the model indicates that both the
independent variables—perceived organizational support and organizational climate—
explain 20 % variance in sense of belonging (r2 = 0.21, F(2,184 = 25.148, p =0.000).
Additionally, the model also indicates that the organizational climate (𝜷=0.29, t(186) =
3.36, p <0.005) was a better predictor than perceived organizational support in
explaining sense of belonging.
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Table 3
Regression analysis test results
Model Summary
Model
R
R
Square
Adjusted R
Square
Std. Error of the
Estimate
Change Statistics
R Square
Change
F
Change
df1
df2
Sig. F
Change
1
.463a
.215
.206
.51650
.215
25.148
2
184
.000
a. Predictors: (Constant), MOC (Organizational Climate), MPOS (Perceived Organizational Support).
ANOVA
Model
Sum of Squares
df
Mean Square
F
Sig.
1
Regression
13.418
2
6.709
25.148
.000a
Residual
49.087
184
.267
Total
62.504
186
a. Predictors: (Constant), MOC (Organizational Climate), MPOS (Perceived Organizational
Support)
b. Dependent Variable: MSOB (Sense of Belonging)
Coefficients
Model
Unstandardized Coefficients
Standardized Coefficients
B
Std. Error
Beta
t
Sig.
1
(Constant)
1.847
.275
6.714
.000
MPOS
.196
.078
.218
2.513
.013
MOC
.365
.109
.290
3.355
.001
a. Dependent Variable: MSOB (Sense of Belonging)
The findings of this study resulted in the following regression equation
y= 1.847 (a) + 0.218 (𝜷POS) + 0.290 (𝜷OC)
Where Y = Sense of Belonging (dependent variable);
a = constant value or Y intercept;
𝜷POS= perceived organizational support (independent variable);
𝜷OC = organizational climate (independent variable).
The results suggest that the predictive model accounts for 20% variance in sense of
belonging among teachers. This implies that 80% of variance is unaccounted for in this
model and there are other factors, not hypothesized in this model, that explain sense of
belonging. Through this model we can see that organization climate was a better
predictor of sense of belonging than perceived organizational support. Organizational
climate was previously found to be an important factor in determining positive job
attitudes of employees (Berberoglu, 2018; Casto & Martin, 2010). In this study of
teachers it was evident that the climate within is a significant factor in aiding their sense
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International Journal of Instruction, October 2021 ● Vol.14, No.4
of belonging to the school. The way control is set and the degree of autonomy teachers
have in fulfilling their duties are some elements that help in improving the attachment
teachers have with their institutions. This sense of attachment is useful for improved
organizational performance since the bond shared between employee and organization
can yield positive attitudes (Judge & Kemmeyer-Mueller, 2012). Further, when these
attitudes are shared collectively it may potentially propel the organization forward.
School teachers are often expected to work in teams, particularly because it was found
to be effective in improving the teaching and learning process (Conley, Fauske &
Pounder, 2004). When collaboration among teachers takes place in matters concerning
instruction, curriculum and professional development, there is a better chance in
improved student achievement (Goddard, Goddard & Tschannen-Moran, 2007).
Since teaching is a cooperative effort where teachers work together to teach different
subjects, their ability to work together would go a long way in serving students. It has
already been established that teacher collegiality improves positive factors such as
organizational and professional commitment, and consequently, student performance
(Shah, 2012). This outcome is particularly real for beginning teachers who normally
need a more strategically planned, systemic assistance which can reduce teacher attrition
(Hudson, 2012). The benefits of a sense of belonging among teachers for students are
addressed in the discussion of professional learning communities. A supportive
leadership has shown to go a long way in empowering teachers to buy-in to the shared
vision, engage in constant improvement and extend peer support (Owen, 2014).
Social exchange theories have pointed out to employment being an exchange of
employee effort for tangible benefits (Redmond, 2015). The exchange can also be made
for socio-emotional benefits which may be a need an employee experiences at some
degree. Taking this into account, employers may provide what employees need in order
to elicit the desired outcomes in employees, thereby, strengthening the employee-
organization relationship. Consequently, reciprocity is manifested in organizations
leading to positive and desirable outcomes. Typically, in this exchange both parties tend
to benefit and in school contexts, the students also benefit as a result. It may therefore be
useful for academic heads to foster an atmosphere that is less divisive and provide
support for teacher efforts and needs. In doing so, they may potentially improve the
quality of teaching and, as a result, the performance of students.
CONCLUSION
This research provides empirical evidence for the positive influence of perceived
organizational support and organizational climate on teachers’ sense of belonging.
Further, it evidenced that organizational climate is a better predictor of a sense of
belonging than perceived organizational support. The relevance of sense of belonging
among teachers cannot be undermined due to the benefits it has to the whole teaching
and learning effort. Schools, being societies themselves, have the responsibility of
training students for the society at large. If teachers themselves fail to experience a
collegial atmosphere within which a unified target is to be met, this basic goal of
education would be left unattained. Creating a climate that fosters a sense of belonging
among teachers may be one major step in helping achieve this goal, which is established
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International Journal of Instruction, October 2021 ● Vol.14, No.4
through this study. Additionally, this study has also verified that efforts to help teachers
build a perception of a supportive management can also enhance teachers’ attachment
with their organization. The findings from this study may be extended to other settings,
but with careful consideration of contexts. This study included two variables as
determinants of sense of belonging leaving room for future research to investigate other
variables that may possibly account for the remaining 80% variance in sense of
belonging of teachers.
ACKNOWLEDGMENTS
The authors would like to thank the participants for their willingness to participate in the
study. Additionally, this study was supported by the School of Languages and General
Education, Walailak University.
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