Generational Differences in Work Values Between Gen X and Y Public School Teachers

Abstract

This study examined the generational differences in work values between Gen X and Gen Y public school teachers in the Schools Division Office of Isabela, Legislative District VI. The research aims to examine whether these generational differences influence teaching behaviors and professional collaboration. A quantitative approach was employed, utilizing a structured survey based on Schwartz’s value theory to measure work values across six dimensions: power, achievement, benevolence and universalism, conformity and tradition, self-direction and stimulation, hedonism, and security. The study involved 106 teachers, including 46 from Gen X (born 1965-1980) and 60 from Gen Y (born 1981-1996). The findings show that while there were some differences in the emphasis placed on specific work values—Gen Y teachers placed greater importance on benevolence and security—there were no significant overall generational differences. Both generations shared a high level of commitment to job security, professional development, and respect for colleagues. The study concludes that while generational traits influence specific work value priorities, they do not significantly affect overall work values, highlighting the importance of focusing on common professional goals in educational settings.

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