The Research Files Episode 102: Fostering a sense of belonging for early career teachers

Thanks for downloading this podcast from Teacher. I’m Dominique Russell. 

As a teacher listening to this episode, I’m sure you remember your first few years in the profession – the unique challenges you faced and the support that made a difference to you. But what does the evidence say about how schools can best support early career teachers? New research from academics at Monash University has uncovered specific factors that support early career teachers’ sense of belonging at school. Four main themes emerged: teacher collaboration, relationships with colleagues, supporting early career teachers through their early-career journey, and getting early career teachers involved in school decision making. The lead author of the report, Ebony Melzak, joins me for this episode of The Research Files. Ebony is a psychologist and PhD candidate. Together, we’ll go through each theme in detail, what the research says, and how it might look in different school settings. Let’s jump in. 

Dominique Russell: Ebony Melzak, thank you for joining us on this episode of The Research Files for Teacher magazine. To kick us off, I thought it would be great if you could tell me a little bit about your career so far and also what led you to conducting the research we'll be talking about today? 

Ebony Melzak: Yeah, 100%. Thanks for having me. So, I'm doing my PhD at Monash University and back in 2021 I had to think of my topic and what I wanted to investigate. I knew that I wanted Associate Professor Kelly-Ann Allen as my supervisor, and she's done a tonne of research in student belonging and school belonging. So, I started there to see, you know, read into the literature and see what was out there. And it came out that the student-teacher relationship is so important for student belonging. So I thought, OK, let me go and look into teacher belonging. I'm sure there's a tonne out there for that, because if teachers are feeling well, if they're feeling capable, they're going to have a better student-teacher relationship. And I was shocked that there was, like, nothing out there for teacher belonging. So I went back to Kelly, and I was like, ‘Am I missing something? Where is it?’ And she's like, ‘No, there really isn't’. So I thought, ‘Great, you know, this can be my PhD.’ 

But I'm also a psychologist, and I do a lot of work with children and adolescents. And I realise how important teachers are for them. So, I just wanted to do something that can support teachers because they feel so left out in the narrative. So yeah, that's sort of what led me to this research.

DR: And some of our listeners might recognise that name, Kelly-Ann Allen – she's been a guest on our podcast before, so I'll leave a link to the episode that we did for her in the transcript of this podcast, which we'll publish at our website for any listeners who are curious to find out a little bit more about that. Now, bringing it back to your research; a scoping review was conducted. Can you talk me through what a scoping review actually involves? 

EM: Yeah. So, a scoping review essentially is just examining the literature for your specific research question to see all the research that is out there. And so for me, I was specifically interested in exploring: What are the factors that contribute to a sense of belonging in early career teachers? And I had a few, sort of, stipulations that I wanted to add to the research question: I was looking at a sense of belonging to the workplace, not to the profession – they're subtly different; the profession’s more about your teacher identity, where your sense of belonging to the workplace is more about the people you interact with day-to-day and those relationships – and I had to put in the stipulations around, I wanted early career teachers at primary and secondary school. I wasn't interested in, like, second-career teachers or alternatively certified teachers. 

So, essentially, I explored the databases to go, ‘What are all the papers that are out there that meet those criteria?’ And then my colleague Rhea Jain and I, we screened all those papers. We had almost 5,000 to screen, which was a bit crazy, but when we whittled it down and figured out which ones matched my specific criteria, we ended up with 31 papers and then I could explore those 31 papers in depth to answer my specific question, which was, yeah, ‘What are the factors that positively contribute to a sense of belonging in early career teachers?’ 

DR: You were able to generate 4 key themes contributing to early career teachers’ sense of belonging in the workplace. The first theme is teacher collaboration. What did the various research sources included in your final sample tell you about this?

EM: I might just, before I answer that, just say that – I did get 4 themes, but I also actually got 41 factors. So, I definitely – if anyone's interested in the research, to look at the tables in there because it lists all those 41. And I think it's really useful to go to that list, because some will be super specific to your school and some you can just disregard. So, for example, one of the factors is subject recognition and so for teachers like language teachers or drama teachers (sort of outside of that core stem), they might feel like the school underappreciates their subjects in terms of resource allocation or budget allocation. And if they feel underappreciated, it can impact their sense of belonging and vice versa. But then a maths teacher might disregard that factor; it's not really important to them. Or another one is sort of connection to the broader community where your school is located – so, for rural schools/remote schools, having connection to that country town can be so important. So yeah, definitely look at the list of 41. 

But we did realise 41 is a bit overwhelming. So we also used what we call thematic analysis to synthesise it into 4 key themes, and that first one is teacher collaboration. Teacher collaboration essentially is important because it provides teachers with those structured opportunities within which they can form those connections and relationships with their peers. Doesn't actually really matter what the collaboration is – whether it's PD, observation, curriculum discussions or anything like that, but it's just important that the schools have them in their timetables so that early career teachers can come in and go, ‘OK, I'm working with the senior maths teacher, we're going to develop this resource of this assessment’, and it's that safe space to be able to ask those questions and form that connection with someone who, down the track, you could then utilise if you are having a difficult time or have some questions to ask. There's things called professional learning communities, and some schools might utilise that approach to make teacher collaboration a bit more structured, a bit more easy to implement, but it really doesn't matter. And that's sort of what the literature show, that there's so many different ways to do it, but it's just about being proactive about it. 

I think some things that were interesting is that, when I was speaking to teachers, collaboration they knew was important, but the schools didn't support them to do so in terms of, like, time and pay. And so considering that it should be in their calendars, it shouldn't be something they try to squeeze in on their weekends or, you know, on their own time or after school, and be (I can't say this word very well, but) remunerated, I think, for it, is important. Collaboration should be something that the school supports. 

So yeah, some other ideas could be distributed leadership approaches so, you know, sharing the workload, trying to reduce that hierarchy (which obviously schools have), professional development; co-teaching can be really useful. But yeah, essentially, it’s just those structured opportunities to allow those connections and relationships to form.

DR: And next we have relationships with colleagues which flows along very nicely there. And there were a few subthemes for this one actually, so listeners will have to bear with me as I rattle those off. The first is the ability to share thoughts, ideas and space; then we have a supportive school culture and collegial climate; mentorship is another subtheme; we also have feeling supported, accepted, and valued; trust is also its own subtheme; we've got supportive leadership and administration. And finally, a sense of informality and sociality. Can you walk us through these subthemes?

EM: Yeah, it’s funny listening to you, sort of, say them back to me because it takes me back to when I was doing them. And this theme, relationships with other teachers, is the only one where I created subthemes because relationships obviously are such a broad term or label. And I really wanted to try capture all the different components of relationships that can be important for sense of belonging. And I think the other thing is, it's not – same with the list of 41 factors – it's not like a ‘one size fits all’, you've got to do all these things; but it's about figuring out which ones work best for you and your school. 

But yeah, in terms of ability to share thoughts, ideas and space – speaking to a lot of early career teachers, they felt like that opportunity was taken away from them. They felt like experienced teachers or leadership disregarded them as being inexperienced; their opinions don't matter yet. So having, or allowing, early career teachers to share some of those thoughts or ideas that they have can really help them feel like a valued member of the school community and like they belong to that school community. And then I brought in physical space here as well because, again, every school's quite different, but early career teachers who reported that they felt welcomed into the staffroom, or if it was a shared office sort of environment, felt like they could – they felt like they belonged in there and they felt like they could ask questions, and then they didn't sort of have to hide at their desk and not, sort of, make a peep. Those things are really important for their sense of belonging. So that's that one. 

A supportive school culture and collegial climate’s a big one. And it's so hard to sort of just describe it really briefly. And I think, you know, what I wanted to say with this one is that everything I talk about today essentially creates a school culture, or a positive school culture. You hear buzzwords like calm, respectful, inclusive, valued, welcomed, but in terms of the practical ways to go about it – I won't maybe go into it now, because I really do think that everything I talk about today creates that positive school culture – but I think something else is that remembering obviously school policies and school procedures; trying to think about how they can be adjusted to promote culture within that as well. So, thinking about if I'm writing a policy about workload, for instance, think about, sort of, the ongoing effects that can have on culture – if it means that everybody's really stressed out or everybody’s bogged down and locking themselves in their office because they just have to get their work done. So, it's not maybe necessarily having a direct policy about culture (although that could happen) but thinking about the effects of the policies you already have. 

Mentorship was one of the biggest findings, and there's so much I can say here. When it comes to mentorship, I think, you know, that, at its core, it's about having that relationship, of course, that can help the early career teacher feel that it's that safe and trusted person with whom they can ask the questions to, they can get the support from. And that can be both practical supports, such as: ‘How do you turn the screens on in the classroom?’ Or ‘Where's the printer?’ Or, like, ‘How do assemblies run?’ But also emotional support, like ‘I've just had my first student swear at me’, or ‘I've just had my first lesson teaching this particular topic, and I've really found it tricky’. So, mentors can be so important just to have that that safe and trusted individual. 

But I think what's really important is tailored mentoring. And there's a lot of research out there that says that mentors – or some schools can just apply mentors, you know, they write it down in some document somewhere and it's never really explored again, or it's not implemented properly. So, making sure the mentor or the mentee is matched to their mentor in a way that's most effective for them. So, that might be, not necessarily a really experienced teacher at the school, that might actually be a relatively new teacher who's actually quite, you know, recently gone through this and has a recent memory of what it's like to be an early career teacher and can be more relatable in that sense and provide good advice in that sense. If you're at a rural school, there might not be mentors available. So, thinking about the utility of virtual mentoring. So, there's no ‘one size fits all’ when it comes to mentoring, but being really smart, I guess, in terms of thinking who’s the best mentor for this mentee? And taking away evaluation and judgement from mentoring. So, I think a lot of early career teachers report that they feel like their mentor’s only there to tick the box and say, ‘Yep, you've achieved this competency’ or whatever. That really undermines the whole safe, trusting mentoring relationship. So that, you know – assessment is important, but removing that from the mentoring role, I think, is even more important, so that that early career teacher really just has that safe, trusted individual. That's what’s most important for their sense of belonging and what helps them to develop and grow. 

Feeling supported, accepted and valued is 3 sort of things you hear in any literature in belonging. So that could be literature about nurses belonging or student belonging, it doesn't really matter. So, having the experience of feeling supported, accepted and valued is so critical to experiencing that belonging. And that can be, again, through anything. Schools can think about what works best for their setting, but it could be inviting early career teachers to the group meetings that are going on, or if a bunch of teachers are going to grab a coffee, inviting that that new teacher to join them. Valuing the ideas that they bring to the table. And also recognising that early career teachers; they're innovative, they have really fresh ideas. You know, they've just been trained and so not disregarding them for just not knowing yet because they actually might have some really good ideas or they might have had a tonne of experience prior to being a teacher in, like aid or integration aides or something like that. So yeah, just creating that environment where early career teachers can feel that support, acceptance and value is very critical for their sense of belonging. 

Trust is also a big one and I sort of made it its own because I think having that sort of buzzword of trust can get lost in the whole other stuff of school culture and support and acceptance, and I wanted trust to have its own sort of time and space. It's not just the early career teacher trusting their colleagues, but it's also getting the sense that their colleagues trust them. So, as an early career teacher: I feel trusted to have this classroom and teach these students this topic. Or I've developed this resource, and I feel like the school wants to use it and they trust me in my knowledge and my development of whatever it is. I get trusted to contribute those ideas (so there's obviously overlap in these in these subthemes), but trust is really, really important, that reciprocal trust. And at every level – colleagues, students, principals – you should feel trusted as a whole. You know, anything's better than nothing, but ideally it would be everything and that comes back to that school culture that I was saying before.

Supportive leadership and admin. So, schools are a hierarchy at the end of the day. So it's important that those at the top of the hierarchy are both receptive to changes, but also implement those structures that allow those sort of changes and that sense of belonging to occur. So, I think speaking to early career teachers, the principal might, you know, be there on the first day of induction and go, ‘Yeah, we want you to feel included. We want you to feel welcomed’, but there's nothing practical that's actually done to allow this to occur. Principals need to think about what changes they can do or what little things they can put on, such as a supportive lunch, so that early career teachers can actually feel that the principal's there for them. I've spoken to so many early career teachers and I've heard so many different types of principals. There's one that sticks out where the principal would stand at the gate every single morning and greet, not just the students, but greet all the staff. And I remember this teacher saying that the school had about 200 staff and the principal knew the name of every single staff member. And so, you know, it's a little thing – I mean, it's a big thing, but a little thing at the same time – but it made that early career teacher feel so welcomed. Whereas another story that sticks out is an early career teacher, who had been at the school for 3 years, had never even met their principal – the principal was just like this unknown, mythical being – and knew deep down that if she was going to run into the principal, the principal would have no idea who she was. So yeah, the I think the school leadership and the principals just need to be aware of what they can do to just create that culture and that that support. But I think as well asking for feedback and actually taking on that feedback. So, not just checking in, you know, basically and sort of going like, ‘how’re you going?’, but actually: ‘How are you? How was your first term? What challenges did you run into?’ And if the early career teacher does say something: ‘OK, what can we do to support that next time?’ 

In terms of admin though, they're just – I mean they're important too – I mean, as part of that whole school approach, but supporting any of the processes that have been implemented to support belonging and backing up staff as well can be important. I've heard a lot of the ‘us versus them’ workplace where the admin and the leadership are almost like the bullies for lack of better word and the early career teachers feel so unsupported and scared. So, shifting that and being like you know the admin are here for us, they're going support me if I have a question is really important for belonging. 

And then finally, sense of informality and sociality. So, I think just opportunities to be informal/social/fun at work can be really important and can promote that work/life balance. And that can be really little things as well – lunchtime trivia, card games at lunchtime I've heard, someone bringing in muffins to share. There's a lot of schools that have, like teacher clubs, whether it's like a run club or a knitting club and the students can get involved in those as well. It doesn't actually matter, again, but just having those things to create that sense of fun so that work isn't always about the stress and the hard stuff.

DR: And so the third theme then is the early career teacher journey and shared experiences of doubt. What does the research say on how validating early career teacher experiences can support their feelings of belonging?

EM: So, so important. I think we're all familiar with how tricky it can be to be an early career teacher, and I think it's important to be reminded that they're going from being a student on placement to entering the profession. And unfortunately, the literature shows that that's not an easy transition and instead it's one that's riddled with self-doubt, that imposter syndrome, and can lead to things like uncertainty in their career choice and they begin to question, you know, is this what I actually want to do? 

It also ties into teacher identity stuff, where a lot of teachers enter the profession with this idea of what it means to be a teacher and they go, ‘Oh my God, I'm so motivated. I'm going to create such important change and see the growth in my students’. And it’s not that they don't want to do that anymore, but the reality doesn't quite match that. Instead, they're too, yeah, bogged down by administrative demands or workload. And a lot of early career teachers, unfortunately – it's quite sad – they think they're the only ones who are struggling, particularly if there aren't many early career teachers within their specific school. So, for the schools to validate this experience to go, ‘You know what, it is really challenging, it's hard, but we're going to support you through this. You're not alone in it. Other people have experienced it as well. But we're going to make it easier for you’ by maybe reducing your workload or giving you a mentoring or an induction program or all these different things can help them feel really understood by their community; like they fit in and are still wanted in their community (even though they might be struggling) and can really help with their sense of belonging. 

Speaking about induction programs, I think that's critical when it comes to early career teacher belonging and, similar with all the other stuff, I've heard really good ones, and I've heard really bad ones. The bad ones are it's, you know, one day at the start of the school year, you come in, you just get overwhelmed with like all the policies, all the procedures, a tour of the school and then off you go and that's it. The good ones are schools that actually have a, like, yearlong induction. And I've of heard schools that do every Wednesday morning there will be an early career teacher meeting (or it might be at lunchtime or whenever), and the school would create like a bit of a PowerPoint to go, ‘OK, we're about to enter our first NAIDOC week’ or ‘We're about to do our first excursion or report writing’ or whatever, and they do like a bit of a mini PD and then they just have this safe space to go, ‘OK, what questions have people run into?’ And teachers in those situations love it because they're sitting with their fellow early career teachers and everyone's got the same questions, so that's really validating. And they can just have that general chitchat of, ‘Oh, did you struggle to turn the smart board on?’ – I don't know if schools even have smart boards anymore, but – ‘Yeah, I really did. That was really hard’. Or ‘Where do we keep the paper? The printer ran out’. Really, really little things, but inductions like that holds your hand through all the firsts of the school year can be so, so important for them to feel validated and supported. 

But then the other things that I mentioned as well can create that validation. So that supportive school culture, regular check-ins from leadership who are, yeah, genuinely checking in and actioning any concerns that you might have. Little things as well can also help early career teachers, such as having consistent locations for shared materials, so that if they do need a glue stick, they know exactly where to go and it's always there; a stapler, the printer, things like that. Just having those set locations and routines can be really important so that they're not stressing about the little stuff and instead they can focus their time on developing the best lessons and being the best version of a teacher that they can be. 

And I think as well, genuinely celebrating accomplishments. And – I don't want to say punishing, but I can't think of a better word – but handling, I guess, mistakes with consistency for all staff. So, with the accomplishments, you know, if they have just had a great lesson, like, celebrate that. This is their first time doing it, like, this is amazing. Let's enjoy that. And yeah, if there's mistakes, you know, being understanding, but not maybe – I think early career teachers report that experienced teachers can get away with these mistakes and that they're just sort of got that buddy-up system with the leadership that they don't get in trouble for it, whereas early career teachers do. So, shifting that and making that a really consistent response no matter who you are can be really important as well. 

So yeah, again, a bunch of things that you can do, and not all is going to be applicable for your school. But I think just keeping in mind that early career teachers, they're going to be a little bit worried and a little bit scared because it's such a new experience and so supporting them through that can be really important.

DR: And so the final theme, then, is involvement in decision making. What kind of decision making are we really talking about here and why is it important for fostering a sense of belonging? 

EM: Yeah, this one was interesting because it wasn't something I was expecting coming into it. It's not any one type of decision-making. Again, it can be very, very specific to the school and to the early career teacher. But I think it's just about having the opportunity to get involved if they want to. Not all early career teachers will want to, and that's OK as well, but I think early career teachers described not having that opportunity and feeling shunned to the side and not even being invited to contribute their ideas. So, recognising instead that early career teachers are an asset to the school. They have those fresh, innovative ideas, and allowing them to get involved in decisions around what's the best modification we can give the student? Or, you know, we need to develop a new curriculum, can we invite an early career teacher to that brainstorming meeting so that they can give some ideas? 

It doesn't have to always be decision making. It can be events as well. So, if the early career teacher wants to do lunch duty or sports day, you know, this is extra work, but it's actually really validating for early career teachers to go, ‘Oh, I was actually asked’, you know, ‘the school wants me’ and ‘the school thinks I'm an important member of the team’. It could also, again, be the little things to, so, if they're going to all grab coffee as well. So yeah, not any one type of decision making, but it's just about having the opportunity to contribute. Rotation schedules can be really important here because I think a lot of early career teachers want to enter the first term really being keen and then they go, ‘Oh my God, too much work. I'm going to say no to everything. I can't. There's no way’. So, having those rotation schedules so that, maybe they do yard duty every once a month or something like that. So they feel like, ‘You know what? I'm still considered to be a valued member of the team. I'm still asked to do these things, but I'm not having to say “yes” every single week and overcommitting myself’. And then, again, I think asking early career teachers for their feedback. So, ‘How would you like to get involved? Is there a way we can help you get involved that maybe we haven't thought about it yet?’ So yeah, that one's really important.

DR: And you've given us so many practical ideas and examples already in our conversation, but I'm curious if there are any other practical implications for this research for school leaders and teachers who are listening to this episode and are wanting to support early career teachers in their own school settings?

EM: Yeah, it's, I think firstly, – I know I sound maybe a bit like a broken record – but really considering that belonging is individual and contextual. So, it's going to be different for every early career teacher and it's going to be different for every school considering your particular context. So, I think just having the overarching view that belonging should be a schoolwide responsibility. It doesn't necessarily matter what specific practises you put in place, but just having that idea that, you know, put belonging at the forefront and let everybody think about, in their day-to-day interactions, what can they do to foster and promote belonging? 

There are other things that you can do such as employee resource groups. So, these are these voluntary groups, they're employee led, and everybody sort of coming together for a common identity or a shared vision. So, that could be that a group's created because they are all really, really are into World War 2 (just popped into my head) and I don't know, they create a really cool resource about it, because that's what their passion is. Or maybe it's not to do with work, maybe it's, the group’s come together because they really, really like painting and they're going to create a school mural or something. But it's just that employee-led, which is really important. So, it doesn't feel like it's a top-down coming from the leadership and instead it's the staff creating it themselves. And, again, creating all that stuff I've spoken about. So, teacher collaboration creating those interactions and relationships with teachers and helping early career teachers feel included and like they can get involved. There are other practical ideas as well, but it really is just thinking about your specific school. 

And I think coming back to the policies and procedures as well. I think when you review them, it's important to include early career teachers in the review so that they can give that feedback – they’ve got the best ideas of what's going to support them – and considering what policies may be unintentionally inhibitory to a sense of belonging just due to the way that they're implemented and promoted, I guess.

DR: Wow, there was certainly so much to come out of this research of yours. It's been really, really interesting to hear all about it. I wonder though, is there any room for further research in this area, do you think?

EM: 100%. This is just the beginning. So, I did this scoping review because I really didn't know what factors were out there that would contribute to a sense of belonging in early career teachers. We obviously had inklings – like, we knew relationships would be important – but we didn't know the tangible factors. But 41 is a huge number. And so we followed it up with another study that actually tried to synthesise it and reach a consensus by asking a number of stakeholder groups. So those were early career teachers, school principals, mentor teachers, veteran teachers, former teachers, and researchers. So that we could essentially go, OK, 41 is a bit ridiculous, but you know, they're all important in their own way, but how can we synthesise it? And we did that and that research will be out soon. And, you know, it's not shocking, the answers, that things like relationships again was really, really important, but also emotional wellbeing, authenticity – so, early career teachers feeling like they could be their true self and not having to mask in the school environment; getting involved in decision making, again, was also really important. 

And then and then we've also done interviews with early career teachers because belonging is so individualistic and contextual. And so that will come out soon as well, because it really explores the role of different demographic, teacher and school characteristics. So, if you're a relief teacher that can impact your sense of belonging, both positively and negatively. For example, you’re in and out of lots of schools, so it's harder to form those long term connections and relationships, but then you don't get bogged down by the school system as much, so that can be useful. Things like working in rural/remote environments can be better in some ways in the sense of you've got that country community, everybody sort of knows everybody, but more challenging when it comes to resources. Working at a multi-campus school was found to be quite tricky for belonging because you're sort of like forgotten. You work across settings and people just, you know, one early career teacher reported they were left off the fire evacuation list because the primary school thought he was on the primary school, the secondary school thought he was on the secondary school. So, to answer that question, there's a bunch of demographic and contextual factors that I really want to continue to explore. 

I want to also create a really consistent definition of early career teacher belonging. It's defined differently, which I think is a good thing on one hand, because it is individual, but that can create challenges because how do we develop a tool or how do we develop something that can be consistently implemented across settings? Because long term I'm thinking having some sort of framework or strategy that schools can take, but then adapt to their specific context so that they can promote early career teacher belonging, will be important. So, there's a tonne of things to do. I really do feel like we're right at the beginning. 

DR: We'll have to keep up with all the future work that you do in this space, then. That's really interesting to hear about. Before we wrap up Ebony, was there anything else that you wanted to mention?

EM: I don't think so. I think maybe just highlighting that, obviously none of this happens in isolation. Everything I've spoken to about today is deeply interwoven, and they all interact with one another. Collaboration is going to foster relationships and relationships will help early career teachers feel validated and more involved in decision making. So, not to think of them in silos, but to consider the influence of them interacting. 

And also, again, the influence of context as well. And really, you know, with this particular paper, I want teachers and principals to read it and not think about it as something that they have to apply directly, how the paper writes it. But it's ideas and it's ideas that they can take and bring to their early career teachers and say, ‘Hang on, how do you think we should implement this in school?’ Or ‘How do you think this applies to you?’ And so, yeah, it really is individual and contextual, and I think just keeping that in mind helps belonging ideas to be formed that are applicable.

DR: Wonderful. Thank you so much for joining us today, Ebony.

EM: Thank you.

That's all for this episode. Thanks for listening. You can find the full transcript of today's episode, including any links to further reading – which will, of course, include the paper that we were talking about today – at our website, teachermagazine.com. Don't forget to follow our podcast channel wherever you get your podcasts from so you can be notified of any new episodes as soon as they land. It also helps more people like you to find our podcast, and it's a really big help for our team. We'll be back with a new episode very soon.                                                                                                      

References

Melzak, E., Allen, K., Jain, R. & Pruyn, M. (2025). A scoping review of the factors contributing to a sense of belonging in early career teachers. Educational Research Review, 48. https://doi.org/10.1016/j.edurev.2025.100700