Developing schools with new generation staff: Examining the expectations and perceptions of Generation Z teachers and administrators of the teaching profession
Subject Areas : EducationAli Rezapour 1 , Mitra Sadoghi 2
1 -
2 - Assistant Professor of Educational Sciences, Department of Educational Management, Tonkabon Branch, Islamic Azad University, Tonkabon, Iran
Keywords: Development of schools, Generation Z, expectations of teachers, teaching,
Abstract :
Introduction;Over time, with the presence of different generations of employees in educational organizations, today it is time for generation z, which is referred to as generation mixed with technology and different perspectives. The present study aims to examine the expectations of teachers and managers of generation z of the teaching profession..
research methodology: The method of research is phenomenological. The statistical population of teachers and managers is the new generation of schools in Chabxar city, among them 18 people have been selected based on the targeted sampling method. To collect information from semi-structured interview tools and to analyze the findings, a clayzi method has been used.
Findings: After analyzing and adjusting the results, the relevant components to the expectations of teachers were obtained in the form of 2 main themes and 25 sub-themes. The main .themes are educational-relative expectations and occupational-organizational expectation
Conclusion: The results of the study showed that teachers and managers of the new generation have different educational and occupational expectations, and most of their views are based on the respect and dignity of the teacher، Acquiring a high social status and providing their livelihood; from an educational perspective, they also emphasize the use of creative and new teaching approaches such as: playmaking and stam، Considering equipping schools to teach is good. The results of this study could be guidelines for the development of schools with digital-generation teachers and administrators.
Heidari,E., & Sahranavard, M. (2018). Working Values and Behavioral Characteristics of Net Generation and Previous Generation Teachers: An Approach to School principals. School Administration, 6(1), 82-101. ]in persian[
Khosravi,A., Fereshteh,A., & estiri, M.(2022). Identifying the Factors Affecting Motivation in Potential Employees of Generation Z Organizations in Tehran. Master's Thesis, Faculty of Management and Accounting, Farabi Campus, University of Tehran. ]in persian[
Rastgar, A. A., vishalghi, M., & Fathang fallah, H. (2022). Influencing and Affectability of Millennial Employees' Work Preferences in Governmental Organizations Using Dematel Approach. Public Administration Perspective, 13(3), 143-166. doi: 10.52547/jpap.2022.225881.1159 . ]in persian[
Sharif, S., Ghafoori, A., & Salehi, K. (2021). Analysis of job issues of education teachers. Research in Teacher Education(RTE), 3(2), 68-39. ]in persian[
Abbaszadeh, Muhammad(2010) Reflection on validity and reliability in qualitative research. Applied Sociology, 23 (1), 19 – 34.Adamska, M. (2021). Expectations of Generation Z--A Challenge for Academic Didactic Staff. NORDSCI.
Bălan, S., & Vreja, L. O. (2018). Generation Z: Challenges for management and leadership. In Proceedings of the 12th International Management Conference “Management Perspectives in the Digital Era”, Bucharest, Romania.
Barber, V. H. (2020). Teaching and engaging generation Z during the coronavirus. The Department Chair, 31(1), 23.
Barhate, B., & Dirani, K. M. (2022). Career aspirations of generation Z: a systematic literature review. European Journal of Training and Development, 46(1/2), 139-157.
Bernier, A. (2020). Wanting to share: How integration of digital media literacy supports student participatory culture in 21st century sustainability education. Journal of Sustainability Education, 24.
Biddix, C. A. (2023). GENERATION Z TEACHER PERCEPTIONS OF PRINCIPAL POWER AND THEIR SATISFACTION WITH SUPERVISION (Doctoral dissertation, Purdue University Graduate School).
Bolser, K., & Gosciej, R. (2015). Millennials: Multi-generational leaders staying connected. Journal of Practical Consulting, 5(2), 1-9.
Crunch, B. (2015). How will gen Z disrupt the workforce? Obtained From: http://fortune.com/2015/05/22/ generation-z-in-the-workplace/
Demirbilek, M., & Keser, S. (2022). Leadership Expectations of Generation Z Teachers Working in Educational Organizations. Research in Educational Administration and Leadership, 7(1), 209-245.
Djafarova, E., & Bowes, T. (2021). ‘Instagram made Me buy it’: Generation Z impulse purchases in fashion industry. Journal of retailing and consumer services, 59, 102345.
Dolot, A. (2018). The characteristics of Generation Z. E-mentor, 74(2), 44-50.
Francis, T., & Hoefel, F. (2018). ‘True Gen’: Generation Z and its implications for companies. NY: McKinsey & Company.
Howe, N. (2014). Introducing the homeland generation. Obtained From: http://www.forbes.com/sites/neilhowe/2014/10/27/introducing-the-homeland-generation-part-1-of-2/
Lawhorn, K. (2024). Exploring Workplace Relationships and Retention Among Generation Z Teachers: A Transcendental Phenomenological Study.
Mărginean, A. E. (2021). Gen Z perceptions and expectations upon entering the workforce. European Review of Applied Sociology, 14(22), 20-30.
Mokwa-Tarnowska, I., & Tarnowska, V. (2019). Web-enhanced secondary and academic education structured around expectations and learning preferences of Generation Z. E-learning, 11, 217-232.
Naim, M. F. (2021). Exploring learning preferences of Gen Z employees: A conceptual analysis. In Applications of work integrated learning among Gen Z and Y students (pp. 1-14). IGI Global.
Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently?. On the horizon, 9(6), 1-6.
Sabanci, A., Sahin, A., Sönmez, M. A., & Yilmaz, O. (2017). Views of School Managers and Teachers about School Culture. Online Submission, 8(1), 28-45.
Schroth, H. (2019). Are You Ready for Gen Z in the Workplace? California Management Review, 61(3), 5–18.
Venida, A. C. (2022). Exploring Generation Z Teachers’ Work Values: Implications To Educational Leadership and Management. International Journal of Education, 15(1), 1-9.
