Strengthening deep roots of connection : a phenomenological study of secondary teacher’s perceptions of belonging when participating in an informal social activity

After several years of social disconnection as a result of the COVID-19 pandemic, and the corresponding stress expressed by teachers and staff in schools, it was clear to me that school culture needed some form of change. An informal social activity was created for the intended purpose of helping teachers and staff reconnect and feel a sense of belonging within the school. The focus of this research study was to examine secondary school teachers’ perceptions of belonging in the workplace when participating in an informal social activity. Included is a review of literature that focused on the sense of belonging within a school culture. The literature addressed key areas that impact sense of belonging. This study used a qualitative phenomenology method to explore the research question: What are secondary school teachers’ perceptions of belonging when participating in an informal social activity? Three teachers participated in a semi structured interview to gather data. Their lived experiences were transcribed and analyzed using descriptive and evaluation coding. The findings revealed three themes: Establishing connection, building relationships, and creating a collective teacher culture. These themes intersect with current literature related to how teachers feel connected in the workplace. Findings further reveal the need for teachers and staff to feel belonging within the workplace as integral in the formation of a school culture that values connectedness. The results of this study demonstrated that the ISA provided a positive social workplace climate that helped staff feel a sense of belonging.