Abstract: Student retention remains a persistent challenge in higher education, with increasing attention directed toward the roles of faculty teaching practices and students’ sense of belonging. While prior research suggests that belonging is associated with student success, the extent to which it predicts retention outcomes remains unclear. This study examines the predictive relationships among faculty teaching practices, sense of belonging, and retention intent across a broad undergraduate population. Using a quantitative, cross-sectional correlational design, data were collected from undergraduate students (N = 84) using validated instruments, including the Teaching Practices Inventory (TPI), the Institutional Integration Scale (IIS-8) for sense of belonging, and the IIS-2 for retention intent. Data were analyzed using rank-based multiple regression and binary logistic regression to assess the extent to which teaching practices and belonging predict retention intent. The results indicate that faculty teaching practices significantly predict sense of belonging (β = .60, p < .001), with engagement-oriented practices playing a central role. However, neither faculty teaching practices (β = .09, p = .409) nor sense of belonging (β = −.11, p = .337) significantly predict retention intent. These findings suggest that while instructional practices enhance students’ psychological experience, they do not directly influence persistence-related decisions. The study contributes to the literature by clarifying the distinction between proximal outcomes (belonging) and distal outcomes (retention) and by highlighting the role of external factors in shaping persistence. The findings support a multi-theoretical perspective integrating Tinto, Strayhorn, and Bean and Metzner, and underscore the need for multi-factor institutional strategies to improve student retention.
Keywords: Student retention; Sense of belonging; Faculty teaching practices; Undergraduate students; Student engagement; Higher education; Retention intent; Online and post-traditional learners.
Title: Examining the Predictive Role of Faculty Teaching Practices and Sense of Belonging on Student Retention Intent Across Diverse Undergraduate Populations
Author: Dr. David Bull
International Journal of Interdisciplinary Research and Innovations
ISSN 2348-1218 (print), ISSN 2348-1226 (online)
Vol. 14, Issue 2, April 2026 - June 2026
Page No: 70-84
Research Publish Journals
Website: www.researchpublish.com
Published Date: 30-May-2026
