A Study on Workplace Belongingness Among Teacher Educators in Myanmar

This study examined workplace belongingness among teacher educators in Myanmar and explored whether belongingness differed according to educational institution, age, academic qualification, teaching experience, and designation. Data from 1,076 teacher educators working at Universities of Education (UOEs) and Education Degree Colleges (EDCs) were analysed using the Sense of Belonging in the Workplace Scale (SBWS), a 25-item instrument comprising five dimensions: accepted/liked, known/understood, purpose/status, respected/voice, and safety/trust. The reported internal consistency coefficient for the scale was .965. Descriptive statistics, an independent-samples t-test, one-way analysis of variance, and Tukey HSD comparisons were reported. The overall mean workplace belongingness score was 95.97 (SD = 10.024), suggesting a generally high level among respondents. Purpose had the highest dimensional mean (M = 19.93), whereas respect had the lowest (M = 18.71). No significant overall difference was found between UOEs and EDCs teacher educators or across teaching-experience groups. Significant differences in overall belongingness were found across age, qualification, and designation groups. The findings highlight the importance of strengthening recognition, voice, professional purpose, and psychological safety in teacher education institutions.