Home⇛International Journal of Multidisciplinary Educational Research and Innovation⇛vol. 3 no. 1 (2025)

Harmonizing the Gaps: Exploring the Lived Experiences ofSchool Heads Handling Generational Cohort Educators

Jayson Barnes | Jocelyn J. Barniso | Abdul G. De Guzman | Marleonie M. Bauyot

Discipline: Education

 

Abstract:

This study explored the different lived experiences of school heads towards handling generational cohort educators and provided insights into the best practices and strategies that can enhance leadership effectiveness and promote a positive and inclusive environment in the school community through bridging and harmonizing the gaps. This study utilized a phenomenological approach where 22 School Heads divided into two groups of fifteen (15) undertaking the Key Informant Interview (KII) and seven (7) under the Focus Group Discussion. The participants were coming from the Department of Education, Division of Digos City, Davao del Sur, Philippines. Data were collected through a semi-structured interview knowing the lived experiences and insights of the respondents. After interpreting the data through Thematic Coding Analysis, it revealed that handling generational gaps requires school heads to understand the needs of every generational cohort for independence and autonomy. Age gaps lead to generational groupings and resistance to change, respecting each generational cohort’s traditional values, and offer support in adopting new technologies must be ensured. Thus, school heads must implement targeted strategies that recognize and leverage the unique strengths and needs of each generation such as professional development programs tailored to varying levels of technological comfort, fostering open communication, and encouraging collaboration. By acting as mediators in building an inclusive culture, school heads turn generational differences into strengths. Overall, the findings of the study provided a viewpoint harmonizing the gaps of generational cohort of educators which may create a dynamic, adaptive, and cohesive educational environments for all generational cohorts.



References:

  1. Bennett, S., Maton, K., & Kervin, L. (2020). The “digital natives” debate: A critical review of the evidence. British Journal of Educational Technology. DOI:10.1111/j.1467-8535.2007. 00793.x
  2. Bernard, H. R. (2002). Research methods in anthropology: Qualitative and quantitative approaches (3rd ed.). Walnut Creek, CA: Alta Mira Press. https://rowman.com/ISBN/9781442268883/Research-Methods-in-Anthropology-Qualitativeand-Quantitative-Approaches-Sixth-Edition
  3. Castillo, G. V. (2020). Phenomenological perspectives of gen X Principals on managing change in public schools. Abstract. Asian Journal of Management Sciences & Education Vol. 9(4) October 2020. ISSN: 2186-845X ISSN: 2186-8441
  4. Day, Jodi (2023). Baby Boomers, Gen X, Millennials, and Gen Z Teachers: A Comparison of Generational Preferences for Leadership Practices. Purdue University Graduate School. Thesis. https://doi.org/10.25394/PGS.22685068.v1
  5. DelCampo, R.G., Haggerty, L.A., Haney, M.J. and Knippel, L.A. (2011). Managing the Multi-Generational Workforce, Gower Publishing, Surrey. DOI:10.4324/9781315249841
  6. Heslop, J., Smith, P., & Telford, A. (2022). Generational influences on teaching practices and professional identity in education. Journal of Educational Research and Practice, 12(1), 45-59. https://doi.org/10.1016/j.jedure.2022.01.003
  7. Lester, S.W., Standifer, R.L., Schultz, N.J. and Windsor, J.M. (2012). “Actual versus perceived generational differences at work: an empirical examination”, Journal of Leadership & Organizational Studies, Vol. 19 No. 3, pp. 341-354. https://doi.org/10.1177/1548051812442747
  8. Milligan, R., & Antle, D. (2021). Teaching generations: Examining professional learning communities in the context of generational differences in education. Teaching and Teacher Education, 102, 103-114.
  9. https://doi.org/10.1016/j.tate.2021.103114
  10. Pillay, H., & DiTeresa, R. (2012). Exploring the impact of generational differences on teachers' professional development. Australian Journal of Teacher Education, 37(3), 55-69. https://doi.org/10.14221/ajte.2012v37n3.2
  11. Smith, A. (2024). The role of communication in educational leadership. Journal of Educational Administration, 58(3), 245260. DOI: https://doi.org/10.1108/APJBA-02-2024-0065
  12. Soner Polat, S. Çaǧlar Çelik, C. Yıldız Okçu, Y. (2019). School Administrators’ Perspectives on Teachers from Different Generations: SWOT Analysis. https://orcid.org/0000-0003-2407-6491
  13. Twenge, J. M., Campbell, W. K., & Freeman, E. C. (2019). Generational differences in work values: Leisure and extrinsic values increasing, social and intrinsic values decreasing. Journal of Management, 45(3), 1369-1397. DOI 10.1177/0149206309352246

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic