Experiences of Generation Z Teachers in Elite Private Schools in Lahore

Abstract

This study investigates the distinct experiences of Generation Z teachers working in Elite private schools in Lahore, Pakistan. Born between 1995- 2012, Generation Z has unique opportunities and challenges in education and its workforce. Using a constructivist research paradigm, the study highlights the importance of direct interaction between participants and researchers and the socially constructed nature of reality. The results of interviews with Generation Z teachers show that their experiences interacting with Colleagues, leaders, professional environment, and students are varied. Although some participants report having good relationships with students and school management, they also report having insecure and competitive relationships with their older colleagues. This study also highlights the opportunities and difficulties teachers of the Z Generation face. They enjoy high compensation, job security, and opportunities for professional growth and learning but also find themselves constrained by hierarchical structures. The research highlights the necessity for schools to adapt to fulfill the needs and demands of Generation Z, as this cohort relates to their creativity and technologically advanced skills. Apart from premiering on generational studies, this research advocates for more studies on Generation Z's opportunities and challenges in Pakistan's dynamic workforce.

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