EXPLORING GENERATION Z TEACHERS’ WORK VALUES: IMPLICATIONS TO EDUCATIONAL LEADERSHIP AND MANAGEMENT

Abstract

Being a leader or a manager in today’s organizations has become even more challenging due to increased workplace generational diversity. Gen Z teachers belong to the newest generation who have officially joined the workforce, making schools home to four different generations with unique work values. As more generations of teachers enter the workforce, one-size-fits-all management and leadership style becomes no longer applicable. Therefore, it becomes imperative for the school leaders and managers to better understand how to effectively lead and manage these generations to create an appropriate working environment that will facilitate the growth of every teacher. The main objective of this study was to explore the work values of Gen Z teachers using the phenomenological approach of qualitative inquiry. It employed a semi-structured interview as the primary data collection procedure conducted with seven purposively chosen teachers and thematic analysis to determine the themes. The study revealed that Gen Z teachers give importance to both intrinsic and extrinsic work values. They value personal skills development, professional growth and development, personal achievement and recognition, healthy working relationships, teamwork, collaboration in the workplace, work-life balance, and job and financial security. The study further revealed that Gen Z teachers’ work values positively affect their job motivation, job satisfaction, and performance. This suggests that if the organization implements policies and strategies that coincide with the work values of its Gen Z teachers, teachers will most likely perform well because they are motivated and satisfied with their job. With these findings, it is recommended that school leaders and managers should consider Gen Z teachers’ work values in crafting school policies and management strategies.

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