Characterization, Experiences and Management of Y-generation Teachers: A South African Perspective

Abstract

Abstract This article contributes to the scarcely researched area of Y-generation teachers in the schooling context from a South African perspective. The primary purpose of this study was to explore the characterization and the experiences of Y-generation teachers and how principals manage them. In its attempt to add to the epistemology on the characterization, experiences and the management of this generation, the researchers deployed the qualitative research approach. Semi-structured interviews were used to collect data. The results are detailed and discussed under the following thematic strands: Digitally intoxicated and proficient, pursuing commitment, results driven and extrinsically motivated, y-generation relation to leadership authority of the principal and their cooperation and teamwork. This paper is vital in that it adds to the body of knowledge on how Y-generation teachers behave in the schooling contexts.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 1 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.