Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 42 no. 2 (2025)

Intergenerational Leadership Styles and Practices of Millennial and Gen Z Educators in K-12 Schools: Foundation for Development Plan

Felipe Muncada Jr.

Discipline: Education

 

Abstract:

The study aimed to assess the leadership styles and practices of millennial and Gen Z educators in a K to 12 school, a foundation for development plans during the school year 2024 - 2025. The study utilized descriptive correlational research design since the study determines the relationship between the extent of leadership styles and level of practices of millennial and Gen Z educators in a K to 12 school. The researcher utilized a modified instrument. This instrument was used as a major tool of study. The subject of study was limited to the senior high school in a K-12 school. The findings revealed that Millennial and Gen Z educators have distinct leadership styles that include authoritarian, democratic, transformational, transactional, and servant leadership. Also, the assessment of leadership styles in K to 12 institutions is significantly different between millennial and Gen Z educators. Further, Millennial and Generation Z educators in a K-12 school excel at setting clear expectations, leading by example, fostering open communication, developing connections, and supporting work-life balance. In the same manner, in K-12 schools, there is a notable disparity between how millennial and Gen Z instructors evaluate leadership practices. Moreover, educators from Generation Z and millennials in K-12 settings exhibit a strong correlation between the breadth of their leadership styles and the depth of their practices. As an outcome of the findings and the conclusions, the following recommendations were enumerated such as teachers may foster a team-oriented environment by encouraging collaboration among fellow teachers and sharing best practices, resources, and support for each other’s initiatives; Teachers may participate in workshops, online courses, and conferences that focus on modern leadership techniques and innovative teaching strategies to stay updated and inspired; Teachers may regularly solicit input from students about teaching methods and classroom experiences and use this feedback to adapt and improve instructional strategies, creating a more inclusive learning environment; Students may engage in discussions with teachers and administrators about ways to improve the school environment; and School administrators may exhibit passion, vision, and integrity as leaders, inspire and motivate staff through a shared vision for the school, and promote a culture of innovation and risk-taking.



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