Finding Their Place: Exploring the Sense of Belonging Among Alternatively Certified Early-Career Educators

This study explores the impact of belongingness among alternatively certified educators to identify strategies for better supporting them during their early years. Using a qualitative multicase study design, the researchers employed within-case and cross-case analysis, with each case representing an individual alternatively certified educator. Data were collected from three sources: individual meetings with the director of the alternative certification program, a belongingness survey, and a semi-structured focus group with participants. Data analysis included both within-case and cross-case approaches to identify themes across participants and address the research question. The findings hold implications for educational policy and practice, particularly in light of ongoing challenges in teacher recruitment and retention.