Abstract

An educational organization includes a variety of people from different backgrounds, which may include culture, language, tradition, custom, belief and so on. They all work at different levels to meet the distinct goals and objectives of an organization. By extension, schools fit the same profile, in that they are educational organizations. To meet a desired outcome, it is essential for the teachers in a school to work together. This coordination as well as efficiency in the work can exist when there is a sense of belongingness among teachers. This study sought to examine the influence the selected factors had on the sense of belongingness. Using a quantitative approach a sample (n=186) of teachers were selected to test this influence. A cross sectional survey methodology was employed for data collection. Reliable instruments were carefully selected and, before being used, were pilot tested to ensure its reliability in the context. The data was analyzed using descriptive analysis, Pearson correlation and multiple regression. The result of the study revealed that perceived organizational support and organizational climate had a positive influence on teachers' sense of belonging. Additionally, it was identified that organizational climate was a better predictor of teachers' sense of belonging.