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June 5, 2026Open Access

Examining the Predictive Role of Faculty Teaching Practices and Sense of Belonging on Student Retention Intent Across Diverse Undergraduate Populations

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Authors

DBDr. David Bull

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Overview

Quantitative analysis examines teaching practices and belonging's role in retention intent among undergraduates, suggesting a need for multifaceted strategies.

Key Points

  • The aim is to explore how faculty teaching practices and sense of belonging predict student retention intent.
  • Quantitative, cross-sectional correlational design
  • Data collected from undergraduate students (N = 84) using validated instruments
  • Data analyzed through multiple regression and binary logistic regression
  • Faculty teaching practices significantly predict sense of belonging (β = .60, p < .001)
  • Neither faculty teaching practices (β = .09, p = .409) nor sense of belonging (β = −.11, p = .337) significantly predict retention intent
  • Findings highlight the need for multi-factor strategies to improve student retention

Cite This Study

Dr. David Bull (2026) studied this question.

synapsesocial.com/papers/6a2269c9763171746d548619https://doi.org/10.5281/zenodo.20457642
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Also Consider

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  1. 1Psychological Sense of University Belonging and Intent to Stay Enrolled: Is there an Association?2026
  2. 2Meaning-Centered Teaching: Integrating Logotherapy into Higher Education Pedagogy to Improve Persistence Among Post-Traditional Learners2026
  3. 3Faculty Retention as a Strategic Capability: How Engagement and Organizational Support Shape Turnover Intentions in Universities2026 · 1 citations
  4. 4The role of teaching approaches in enhancing student retention: An assessment of student satisfaction at a comprehensive university in the Eastern Cape2025
  5. 5RELATIONSHIP BETWEEN ACADEMIC MOTIVATION AND STUDENT RETENTION IN THE FIRST YEAR OF UNIVERSITY: EVIDENCE FROM A LOGISTIC REGRESSION MODEL2025