Date
2-28-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Christine Saba
Keywords
burnout, educators’ perceptions, elementary schools, inclusive education, job satisfaction, sense of belonging, teacher stress, differentation instruction, collaboration
Disciplines
Education | Special Education and Teaching
Recommended Citation
Sanders-Lewis, Precious La'Shawn, "Understanding The Sense of Belonging Within Inclusive Elementary Settings: A Hermeneutic Phenomenological Study" (2025). Doctoral Dissertations and Projects. 6508.
https://digitalcommons.liberty.edu/doctoral/6508
Abstract
The purpose of this hermeneutic phenomenological study was to understand how educators foster a sense of belonging for students in inclusive elementary schools. The results of this study were intended to help policymakers and teachers in inclusive elementary schools make decisions about how to encourage both students’ involvement and teachers’ effectiveness. The theory that guided this study was social identity theory, which helped in understanding how individuals perceive and express their feelings towards belonging in social groups. Tajfel’s social identity theory provided a framework to answer the central research question: What are the lived experiences of educators regarding the sense of belonging in inclusive elementary classrooms? A purposive sampling method was used to select 11 participants from 40 elementary schools in a southwestern state. Data was collected through individual interviews, reflective journals, and focus group sessions, and were analyzed using Moustakas’ modification of van Kaam’s method of analysis. The three major themes that appeared were teachers’ attitudes and perceptions affecting learning, relationships, and collaboration, which resulted after reviewing transcription and data analysis. The findings highlight the key factors that help students’ feelings of acceptance and inclusion, focusing on the dynamics of classroom interactions, teacher-student relationships, and the overall school environment. Specifically, positive and supportive teacher-student relationships, inclusive classroom practices, and a school culture that values diversity were found to play a major role in fostering a sense of belonging. Each of these elements work together to create a welcoming and supportive atmosphere that helps students feel accepted and valued within the school community.
