Date

3-22-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Christine Saba

Keywords

Gen Z, hypernorms, K-12 schools, social contracts, teacher retention, transcendental phenomenology, workplace relationships

Disciplines

Educational Leadership

Abstract

The purpose of this transcendental phenomenological study was to describe Generation Z (Gen Z) teachers’ experiences with workplace relationships within K-12 schools in the United States and how they affect retention. The theory guiding this study was Donaldson and Dunfee’s theory on integrative social contracts as it relates to relationships in the workplace and retention of teachers born between 1997 and 2012. Moustakas’ transcendental phenomenological approach was used to examine 12 Gen Z teachers’ shared experiences with workplace relationships. Data were collected through individual interviews, journal entries, and a focus group. Data analysis was conducted to answer the question: “What are Gen Z teachers’ shared experiences with workplace relationships at K-12 schools in the United States?” Three themes resulted from the data analysis: (1) relating to the students, (2) interactions with older generations, and (3) workplace challenges. The data uncovered that Gen Z teachers value open shared interests, experiences, and emotional awareness with their students and understand the different teaching styles needed when interacting with older generations. Additionally, indications from the data concluded Gen Z teachers have a need to be taken seriously as the authority in their classrooms as professionals, instead of novices. Further, this study provides insight into how Gen Z teachers tend to recognize challenges originating from the effects of the COVID-19 pandemic and advocate for mutual respect between all workplace relationships, including the teacher-student relationship, while advocating for a healthy work-life balance.

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