Belonging Matters: Amplifying Teachers’ Voices in Schools

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Lateefah Id-Deen Kennesaw State University

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Nicolette Nalu University of Montevallo

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This research commentary illuminates teachers’ insights that help examine the nuanced relationship between spaces and situations that describe the impact of fostering belongingness and elevating their voices. Data includes results from a qualitative survey, which was a convenience sample across the southern region of the United States. The findings highlight the need for creating environments that cultivate a sense of belonging and empower teachers. By elevating the voices of teachers, our intention was to underscore the significance of acknowledging what they express and the emotions they navigate daily inside and outside of their classrooms. We conclude with some call-to-action strategies for mathematics teacher educators as they work alongside teachers and other stakeholders to elevate the educational experience for teachers and students alike.

Footnotes

This is an invited manuscript. In accordance with journal procedures, the manuscript was reviewed by the editor and two members of the Editorial Panel. It did not undergo a double-blind review process.

Contributor Notes

Lateefah Id-Deen, Kennesaw State University, Kennesaw, GA 30144; liddeen@kennesaw.edu

Nicolette Nalu, University of Montevallo, Montevallo, AL 35115; nicolette.nalu@gmail.com

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