Settling into Campus Environment: Relationship between Teacher Trainees’ Sense of Belonging and Educational Outputs of Colleges of Education in Volti Zone, Ghana

Abstract

The relationship between teacher trainees' sense of belonging and educational outputs is a crucial aspect of academic success. While we vouch that several studies have been conducted on this topic, the majority of these studies are carried out in higher education (universities) and developed countries. Sparse literature exists on teacher training colleges in emerging economies. This is the backdrop against which this research was conducted. Utilizing the correlational research design and surveys of 522 respondents, the study examined the relationship between teacher trainees' sense of belonging and educational outputs, using colleges of education of Volti Zone in Ghana as case studies. Findings revealed that there is a statistically significant relationship between a sense of belonging and educational outputs of GPA (R = .648, p = .003); students' engagement (R = .191, p = .000); retention (R= .718, p = .016); and persistence (R = .423, p = .035). The study concludes that students' perception of a sense of belonging on college campuses is positively correlated with educational outputs at a 95% confidence level. Understanding and nurturing this connection holds the potential to enhance overall educational efficacy and contribute to a more inclusive and supportive learning environment.