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Abstract
New to the profession, new to their workplace, and often new to the lifestyle of a working professional, early career teachers undergo several transitions as they step into their initial teaching. Compounded by feelings of under-preparedness, early career teachers often find themselves feeling overwhelmed and isolated, leading many to exit the teaching profession prematurely. Emergent research on the emotional aspects of early career teachers’ experiences suggests that belonging may play an important role in supporting and sustaining early career teachers through their initial transition into the profession. This dissertation explored how early career teachers navigate a sense of belonging in the teaching profession and is guided by the following research questions: (1) What does belonging mean to an early career teacher? and, (2) How does belonging manifest in an early career teachers’ initial experiences in the profession? Drawing from a series of phenomenological interviews with early career teachers about their experiences with belonging, implications and practical considerations for school leaders and teacher educators were developed as they seek to support the early career teachers within the profession. Because early career teachers are considered to be among the most vulnerable demographics within the teacher workforce, comprehensive examination into the experiences of belonging among early career teachers may generate important understandings about early career teachers’ emotional and professional needs. In addition, highlighting early career teachers’ experiences with belonging can provide insights into the organizational support necessary as early career teachers “navigate the new” during their transition into the teaching profession.