By Dr. Stephanie Boyce, Word in Black
For ages, generational differences have been the root cause of many raging debates in America. In the same spirit of parental-child conflicts, these cultural clashes of the generations tend to be an indication of changing values that are foundational for each group. Currently, there are four generations present in the workforce, Baby Boomers (1946-1964), Generation X (1965-1980), Millennials (1981-1996), and Generation Z (1997-2012). The rise of Generation Z into the workforce brought some changing values that are challenging older generations to understand and manage on the job, particularly in the aftermath of the COVID 19 pandemic.
The Hard Working Generation
One of the foremost complaints heard from educational leaders in older generations of educators about younger generations of teachers is the fact that they are simply not hard working. This complaint tends to be acutely focused at Generation Z, as the new teachers on the block.
Serving during a time before electronic gradebooks and artificial intelligence, these educators were subjected to the manual labor and time-consuming administrative tasks many younger teachers will never have to experience in the span of their careers. For these reasons, older educators hail themselves the OGs of education and their hard work and dedication to grind culture is even worn as a badge of honor.
Despite these sentiments, new research suggests that younger generations may be more effective with increasing students’ academic performance (as measured by improving test scores) with both Black and White students.
The Work Smarter, Not Harder Generation
Gen Z teachers overwhelmingly expressed the sentiment that for them working harder didn’t equate to working more hours.
With this in mind, many younger teachers also reported being asked to take on additional duties on their campuses like sponsoring student groups or activities, as they, simultaneously, are still learning the ins and outs of their craft. Many of them expressed that when, and if, they declined being “volun-told” they must take on additional responsibilities, they felt they were characterized negatively. To this end, one word resounded in their responses… boundaries. Considering the diminishing value of respectability culture in our society at large, it is clear to see how a younger teacher not only setting, but articulating and enforcing these types of boundaries with their superiors may be the cause of discontent.
One other important theme that emerged from the feedback Gen Z teachers shared was their awareness of previous generations’ experiences with work/life balance or being defined by how hard they can work. To this end, these educators expressed their refusal to allow their identities to be singularly defined by the work they do.
Collective Progress
In a profession where burnout is driving many to leave the field completely, there also is a growing opportunity for older educators to lean into ways that working smarter and not harder may unlock new levels of joy and connectivity on campuses where teachers don’t feel excessively overworked and undervalued. Conversely, there could be lessons for some younger teachers who’d like to apply rigid confines around their willingness to overextend themselves for the sake of their school communities. For that reason, finding flexibility in times of emerging campus needs may be easier to do, when they start to consider the research that reveals teachers are the #1 difference makers in the academic achievement of their students.
This article appeared first on Dallas Weekly and was republished on Word in Black.
