Abstract

• The main purpose of the present study was to investigate the factors affecting sense of belonging and its relation to educational outputs of student teachers. Questionnaire survey method was applied and quantitative approach was executed in this study. A total of 720 student teachers (360 males and 360 females) from Yangon University of Education, Sagaing University of Education and University for the Development of National Races participated in this study. The required sample was selected by using random sampling technique. As the research instruments, the sense of belonging questionnaire (SOB) (Dabney Chatwin Ingram, 2012), Factors Affecting Sense of Belonging Questionnaire (FASOB) (Dabney Chatwin Ingram, 2012) and Educational Outputs Questionnaire (EO) (Dabney Chatwin Ingram, 2012) were applied to examine factors affecting sense of belonging and its relation to educational outputs student teachers. In the analysis of data, descriptive statistics, independent sample t-test, one way ANOVA, Pearson’s correlation technique and stepwise multiple regression analysis were used in this study. According to the results of regression analyses, it can be concluded that university commitment to diversity, mentor facilitated belonging, supportive housing and curriculum relevance factors were the significant predictors of sense of belonging as well as class participation, frequent meet with professors and satisfaction with the institution factors were the significant predictors of sense of belonging. To sum up, the findings of the study will be useful in assisting administrators, educators, counselors, and researchers to develop strategies to enhance student teachers’ sense of belonging.