Why Belonging Matters
The Missing Leadership Skill That Improves Teacher Retention and Instructional Culture
Belonging isn’t fluff—it’s a measurable leadership strategy that boosts retention and instructional quality. Learn how to build it into your school culture.
As a superintendent, you're no stranger to strategic planning, data-driven goals, and the ever-growing urgency to retain great teachers. But there’s one factor that’s often undervalued in leadership development—even though it’s deeply tied to retention, performance, and well-being: belonging.
Not a tagline. Not a trend. Belonging is a measurable and powerful leadership lever—and it might be the missing piece in your instructional culture.
Belonging Is a Science, Not Just a Buzzword
I’m currently reading The Culture Code by Daniel Coyle as part of a leadership workshop and course I’m designing for school and district teams. One section that stood out to me centers around “belonging cues”—small, intentional behaviors that signal psychological safety and team cohesion.
According to Coyle, these cues share three core qualities:
Energy – They show investment in the interaction.
Individualization – They treat people as unique and valued.
Future orientation – They communicate that “we’re in this together” for the long haul.
These cues add up to a feeling every leader should strive to foster: You are safe here.
What Belonging Looks Like in Action
You’ve felt it before—when a team is clicking, when people lean in, when culture feels alive. And, perhaps more acutely, you’ve felt when it’s missing.
Coyle lists specific observable signs of belonging:
Close proximity (often arranged in circles)
Extended eye contact
Physical connection (handshakes, fist bumps)
Short, high-energy interactions
Inclusive mixing—everyone talks to everyone
Minimal interruptions
Lots of questions and active listening
Humor and lightness
Small but meaningful courtesies
These aren’t “soft” skills—they’re culture-building behaviors that influence how teachers experience their work, day in and day out.
Why Leaders Can’t Leave Belonging to Chance
Sure, sometimes a team just clicks. But relying on luck isn’t leadership.
The reality is that school culture flows from leadership. Superintendents and principals who intentionally build a sense of belonging within their systems see the payoff in:
Higher teacher retention
Improved instructional collaboration
Greater resilience during change or crisis
And the best part? Belonging is something you can teach, practice, and embed into your leadership structures—no inspirational posters required.
Ready to Build a Culture Where Teachers Stay and Students Thrive?
If you're serious about supporting your leaders to strengthen instructional culture and improve staff retention, I’d love to connect.
I'm currently offering a course and workshop series for school and district leadership teams that unpacks how to build belonging as a lever for transformational leadership.
👉 Click here to schedule a call.
FAQs
Q: Is there research connecting belonging to teacher retention?
Yes. Studies show that when educators feel psychologically safe and valued, they are significantly more likely to stay in their roles and remain engaged in collaborative improvement efforts.
Q: How can we assess belonging in our schools?
We use a mix of staff perception surveys, qualitative feedback, and leadership coaching observations to assess and strengthen belonging within teams.
Q: Can this work in high-stress or high-turnover schools?
Absolutely. In fact, schools facing high stress or turnover often see the fastest gains when belonging becomes a central leadership strategy.
