Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 46 no. 1 (2025)

Leveraging the Work Values of Generation Z Teachers in the Performance of their Duties

Krezyl Panturas | Elena Sia

Discipline: Education

 

Abstract:

This study was conducted to examine the work values of Gen Z teachers in relation to their performance of duties in fourteen (14) selected public elementary schools in Lucena City. A qualitative research design, employing a thematic analysis approach, was used in the study with 25 participants. Specifically, the study determined the work values of Generation Z teachers on self-management, professionalism and ethics, results focus, teamwork, service orientation, and innovation. Additionally, the teaching performance of Gen Z teachers, including their knowledge of content, teaching strategies, and the positive use of ICT, as well as their ability to establish safe and secure learning environments, was identified in relation to their work values. The researcher also gathered the responses through online Focused Group Discussion (FGD). The findings revealed that the work values of Gen Z teachers reflect a strong commitment to achieving a work-life balance, promoting social impact, and pursuing continuous personal and professional growth. They practice calmness, yet there are times when they struggle to control their emotions in the classroom. They also emphasize fairness among learners as a core ethical principle. However, some Gen Z teachers find it challenging to set boundaries with their learners. In addition, teachers included in this generation show resilience in the constantly changing educational landscape and strive to see tangible outcomes in their students' growth and success. When it comes to working with others, Gen Z teachers prefer collaboration with fair share of duties and responsibilities. On the other hand, this study observed that some Generation Z teachers are more likely to be leaders due to their openness to diversity and advocacy for positive change in the educational system. Moreover, they are quick to integrate digital resources and interactive platforms into their teaching practices, aiming to engage students in ways that resonate with their digital-native mindset. At the same time, the work values of Generation Z teachers significantly influence their teaching performance in various aspects. This study found that they value personal and professional growth, which drives them to stay updated on the latest research, trends, and teaching methodologies. As a result of having wide range of resources, Gen Z teachers agreed that they often use collaborative, interactive, and flexible teaching strategies that encourage critical thinking, creativity, and adaptability. Their commitment to engaging, personalized learning experiences drives them to integrate various ICT tools, such as interactive platforms, digital resources, and learning management systems, to cater to inclusive education and foster collaboration. Meanwhile, it was discovered that they occasionally experience digital distractions, which can potentially impair their focus and productivity in the classroom. Furthermore, Generation Z teachers prioritize creating spaces where students feel supported, respected, and valued, recognizing the importance of emotional and mental well-being in the learning process. The use of Work Values Formation: A Guide for Gen Z Teachers served as the study's output and a reference that suggests activities for developing the appropriate work values in the workplace and recommends effective strategies for improving the teaching performance of teachers in this generation. A recommendation was also given to Gen Z teachers to utilize the output to enhance their work values, continue their best practices, and improve their teaching performance, and for future researchers to expand the study on work values of Gen Z teachers across diverse school contexts to have a deeper understanding of this generation's approach to education, their motivations, and how their work values impact their teaching practices and student outcomes or conduct comparative studies across generations involving Generation Z teachers to provide insights into evolving trends in education



References:

  1. Adams, R. C., & O’Connell, M. L. (2022). Inclusive classrooms in the digital age: The role of technology in supporting diverse learners. Educational Technology Research and Development, 70(4), 1057–1072. https://doi.org/10.1007/s11423-022-09925-6
  2. Agarwal, H. & Vaghela, P. S. (2018). Work values of gen Z: Bridging the gap to the next generation. INC-2018 - National Conference on Innovative Business Management Practices in 21st Century, Faculty of Management Studies, Parul University, Gujarat, India.
  3. Agyapong B., Obuobi-Donkor G., Burback L., Wei Y. (2022). Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review. Int J Environ Res Public Health 19(17):10706. doi: 10.3390/ijerph191710706
  4. Amenabarro Iraola, E., Riera Romero, G., & Juan Millera, M. (2024). Dialogue among educators: Rethinking and recreating scenarios of cooperative and inclusive learning. International Journal of Educational Research Open, 6, 100322. https://doi.org/10.1016/j.ijedro.2024.100322
  5. AnswerIQ. (2023). Gen Z statistics: The impact on customer experience. https://www.answeriq.com/gen-z-statistics/?utm_source=chatgpt.com
  6. Balan, S., & Vreja, L. O. (2018). Generation Z: Challenges for management and leadership. Proceedings of the 12th İnternational Management Conference. November 1st-2nd, 2018, Bucharest, Romania.
  7. Bartman, T. (2021). Perspective of beginning teachers from Generation Z: A narrative study (Doctoral dissertation). https://commons.und.edu/theses/3912?utm
  8. Bayucot, H. L., & Grana, L. B. (2024). A Generational Perspective of the Determinants of Work-Life Balance of Secondary School Teachers in Gingoog City Division: Basis for a Teacher Wellness Initiative. ResearchGate. Retrieved from https://www.researchgate.net/publication/381951788
  9. Bennett, H., McCulloch, M., & Watkins, A. (2022). Rethinking inclusivity in education: A Gen Z teacher’s perspective. Journal of Educational Equity, 12(3), 201–215. https://doi.org/10.1002/jee.1123
  10. Borasheva, A. (2024). Empowering Learning: The Crucial Role of Teacher Support in the Flipped Classroom. InLibrary Uzbekistan. from https://inlibrary.uz/index.php/foreign-linguistics/article/download/67440/68859/87399
  11. Botelho, G. (2021, April 27). Social Awareness and the Importance of Service Orientation. Retrieved from https://www.hrexchangenetwork.com/hr-talent-management/columns/social-awareness-and-the-importance-of-service-orientation
  12. Boyle, E. (2021). 4 things Gen Z and Millennials expect from their workplace. Obtained From https://www.gallup.com/workplace/336275/things-genmillennials-expect-workplace.aspx
  13. Bresman, H., & Rao, V. D. (2021). What Generations X, Y and Z Want From Leadership. INSEAD Emerging Markets Institute.
  14. Buhain, V., De Castro, L., Del Rosario, L., Lazaro, B. L. G., Henson, L. D., Cainglet, R. G., & Tiratira, N. L. (2024). Unveiling The Lived Experiences of School Heads in Managing Intergenerational Diversity among Proficient Teachers. https://www.ejournals.ph/article.php?id=24773
  15. Chan, C. (2021). Professional Values and Ethics. Holistic Competency & Virtue Education. Retrieved from https://www.have.hku.hk/professional-values-and-ethics
  16. Chen, K., Tsai, M., Wu, C., & Tsai, H. (2025). Embrace and Reject? Understanding the online experiences of junior high school students, parents, and teachers after the pandemic through six Technological access discourses. Computers in the Schools, 1–26. https://doi.org/10.1080/07380569.2024.2441159
  17. Chen, X., Masukujjaman, M., Al Mamun, A., Gao, J., & Makhbul, Z. K. M. (2023). Modeling the significance of work culture on burnout, satisfaction, and psychological distress among the Gen-Z workforce in an emerging country. Humanities and Social Sciences Communications, 10(1), 1–12. https://doi.org/10.1057/s41599-023-02371-w
  18. Dar, T., Gardezi, S. J., & Parveen, S. (2025). Experiences of Generation Z teachers in elite private schools in Lahore. Qlantic Journal of Social Sciences., 6(1), 152–163. https://doi.org/10.55737/qjss.vi-i.25304
  19. DepEd Order No. 2, s. 2015. Guidelines on the Establishment and Implementation of the Results-Based Performance Management System (RPMS) in the Department of Education
  20. Demirbilek, M. & Keser, S. (2022). Leadership expectations of Generation Z teachers working in educational organizations. Research in Educational Administration & Leadership, 7(1),
  21. DiAngelo, R. (2018). White fragility: Why it’s so hard for white people to talk about racism. Beacon Press.
  22. Duarte, B. J., & Brewer, C. A. (2022). “We’re in compliance”: Reconciling teachers’ work as resistance to neoliberal policies. Education Policy Analysis Archives, 30, (105).    https://doi.org/10.14507/epaa.30.6173
  23. Ekumankama, C. O., Ereh, C. E., & Friday, A. J. (2024). Security Risks Management Strategies and conducive work environment in Federal Universities South-South Nigeria. Global Academic Journal of Humanities and Social Sciences, 6(06), 270–278. https://doi.org/10.36348/gajhss.2024.v06i06.003
  24. Francis, T., & Hoefel, F. (2018). ‘True Gen’: Generation Z and its implications for companies. NY: McKinsey & Company. 209- 245.
  25. Ferlazzo, L. (2022). Teacher Expectations Play a Big Role in the Classroom. [Blog post]. Retrieved from https://www.edweek.org/teaching-learning/opinion-teacher-expectations-play-a-big-role-in-the-classroom-heres-how/2022/12
  26. Gawan-Taylor, Z. (2023, September 1). The Philippines: The abundant supply of Millennials and Gen Z makes it an attractive location to build your offshore team [Blog post]. Retrieved from https://www.linkedin.com/pulse/philippines-abundant-supply-millennials-gen-z-makes-zana-gawan-taylor
  27. Harris, A., & Cook, M. (2021). Openness to feedback and professional development among Generation Z teachers. Journal of Teacher Development, 45(2), 115-128. https://doi.org/10.1080/13664530.2021.1879704
  28. Herman, M. (2024, December 23). 8 Useful Ways to Enhance Teamwork in the Workplace [Blog post]. Retrieved from https://www.lumapps.com/employee-experience/improve-teamwork-in-the-workplace
  29. Holloway J, Sørensen TB, Verger A (2017) Global Perspectives On High-Stakes Teacher Accountability Policies: An Introduction. Arizona, USA: Education Policy Analysis Archives, 25, 1–18.
  30. Iliev, D., Zhelev, Z., & Ilieva, D. (2025). Generational attitudes to teaching approaches in economic education: case in Bulgaria. Acta Educationis Generalis, 15(1), 83–94. https://doi.org/10.2478/atd-2025-0006      
  31. Jandl, J., & Kehr, A. (2021). Service learning in teacher education: An approach to enhance service orientation and community engagement. International Journal of Education and Practice, 9(2), 45-56. https://doi.org/10.1080/13603116.2021.1882053
  32. Johnson, L., Dube, S., & Morrison, T. (2020). Generation Z in the classroom: Openness to diversity and new technologies. Educational Technology Research and Development, 68(3), 785-802. https://doi.org/10.1007/s11423-020-09735-0
  33. Johnson, M., & Lee, K. (2020). Accountability and Generation Z teachers: A study of transparency and professional responsibility in education. Journal of Teacher Education, 71(3), 251-265. https://doi.org/10.3102/0034654319893793
  34. Johnson, S. L., Brown, A., & Green, J. D. (2021). Addressing diversity in education: A Gen Z approach to inclusive classrooms. Journal of Diversity in Education, 29(2), 129–143. https://doi.org/10.1080/00405841.2021.1897889
  35. Jones, S., & Brown, A. (2022). Self-management in the digital age: Work-life balance for Gen Z teachers. Journal of Educational Leadership, 61(2), 95-110.
  36. Kaplan, Z. (2024, February 29). Generation Z Workplace Statistics [Blog post]. Retrieved from https://www.theforage.com/blog/basics/generation-z-statistics
  37. Kinnunen, U., Feldt, T., & Mäkikangas, A. (2018). Testing the effort-reward imbalance model among Finnish managers: The role of perceived organizational support. Journal of Occupational Health Psychology, 13(2), 114-127.
  38. Koehler, M., & Chang, Y. (2020). Exploring job loyalty among Generation Z workers: A case study on job-hopping tendencies. Career Development Quarterly, 68(4), 379-393. https://doi.org/10.2345/cdq.2020.68.4.379
  39. Kruse, K. (2019). Results-Focused and Execution (Leadership Competency). Retrieved from https://leadx.org/articles/focused-on-results-and-execution-leadership-competency/
  40. Kumar, A. A. (2019). Work Values, Organisational Commitment and Job Satisfaction in Relation to Employee Career Stages in Information Technology Organisations. Ushus Journal of Business Management.
  41. Larson, O. (2024). Decoding Generation Z: A Perceptions Content Analysis. ScholarWorks@UARK. https://scholarworks.uark.edu/aectuht/21/
  42. Lee, S., & Jun, J. (2023). Active job behaviors of Generation Z elementary school Teachers. International Journal of Educational Management, 9(4), 801–814. https://doi.org/10.12973/ijem.9.4.801
  43. Li, H., & Wang, Z. (2021). Emotional regulation and classroom management: The role of calmness in teaching for Gen Z teachers. Journal of Educational Psychology, 113(3), 450-463. https://doi.org/10.1037/edu0000480
  44. Linsin, M. (2020, November 27). Why you should never, ever be friends with students. Smart Classroom Management. https://smartclassroommanagement.com/2011/05/07
  45. Müller, L., Herzog, W., & Klemm, M. (2020). Emotional intelligence and self-awareness in the teaching profession: A Generation Z perspective. Teaching and Teacher Education, 92, 103066. https://doi.org/10.1016/j.tate.2020.103066
  46. Marin, E. & University of Bucharest. (2026). Curricular Design and Methodology To Support The Inclusive Pedagogy Approach. In Journal Plus Education.
  47. Meiyu, Z., & Mustapha, S. M. (2025). Reliability and Validity Testing of the Teacher Digital Literacy Scale. International Journal of Social Sciences and Educational Research. Retrieved from https://ijssers.org/wp-content/uploads/2025/02/01-0102-2025.pdf
  48. Mercurio, R. (2019, October 7). For Gen Z workforce: Salary takes back seat to career development. Retrieved from https://www.philstar.com/business/business-asusual/2019/10/07/1957891/gen-z-workforcesalary-takes-back-seat-career-devt
  49. Merriman, M. (2023). How can understanding the influence of Gen Z today empower your tomorrow? Retrieved from https://www.ey.com/en_us/consulting/2023-gen-z-study
  50. Mustari, M., (2023). Information and Communication Technology in Educational Management. Gunung Djati Publishing
  51. Navarro, A. (2022, July 4). The value of self-management in the workplace [Blog post]. Retrieved from https://www.peoplematters.in/article/training-development/the-value-of-self-management-in-the-workplace-34452
  52. Nelson, T., & Wicke, B. (2021). The intersection of personal and professional stress in the lives of public middle school teachers: a qualitative case study. American Journal of Qualitative Research, 5(2 (In Progress)), 211–232. https://doi.org/10.29333/ajqr/11388
  53. Ng, E., & Parry, E. (2022). Work-life balance preferences and its impact on Generation Z employees. Journal of Organizational Psychology, 30(1), 56-71. https://doi.org/10.2345/jop.2022.30.1.56
  54. Ng, E. S., & Lee, C. (2020). Generational differences in self-management and teaching practices: A comparison of Gen Z and Millennials. Journal of Career Development, 47(4), 459-472. https://doi.org/10.1177/0894845319864465
  55. Nguyen, L., & Patel, R. (2021). Technology and autonomy: Generation Z teachers’ challenge to traditional educational norms. Journal of Educational Technology, 39(3), 230-245.https://doi.org/10.1007/s11528-021-00552-1
  56. Noor, A. & Khan, J. (2025). Qureos. 20+ Gen Z Statistics For Employers, Retrieved January 21, 2025, from https://www.qureos.com/hiring-guide/gen-z-statistics
  57. Nordin, N., Yusoff, Z. J. M., Daud, N., Mohammad, M., Ali, E. M. T. E., & Ismail, I. (2024). Understanding the concept of Fiqh Al-Muamalat and students’ perception of the use of the I-Maal application. International Journal of Academic Research in Business and Social Sciences, 14(12). https://doi.org/10.6007/ijarbss/v14-i12/23915
  58. Nystrom, M. (2020). Intrinsic and Extrinsic Motivation for Employees. Retrieved from https://blog.o2employmentservices.com/intrinsic-vs-extrinsic-motivation-employees
  59. O’Boyle, C., Atack, J. & Monahan, K. (2017). Generation Z enters the workforce: Generational and technological challenges in entry-level jobs. Retrieved from https://www2.deloitte.com/content/dam/insights/u  s/articles/4055_FoW-GenZ-entry-levelwork/4055_FoW-GenZ-entry-level-work.pdf
  60. Oeken, A. B. (2018). 11 Things to know and expect from Generation Z. Retrieved from: https://www.cose.org/en/Mind-YourBusiness/HR/11-Things-to-Know-About-Gen-Z
  61. Online CPR Certification. (2023, December 10). The rise of the Gen Z teacher: Shaping education in the digital age. https://www.onlinecprcertification.net/blog/the-rise-of-the-gen-z-teacher-shaping-education-in-the-digital-age
  62. Ortega-Sánchez, D., & Sanz de la Cal, E. (2025). Teaching Controversial Issues in Secondary Education. Frontiers in Education. from https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1574469/full
  63. Parker, P. M., Gibbons, T., & Clark, R. (2020). Self-care and teacher retention: How Generation Z is redefining teacher well-being. Journal of Teacher Support, 45(2), 113-127. https://doi.org/10.1080/21532774.2020.1782371
  64. Pradubsert, R., Phoojomjit, P., & Duangchatom, K. (2024). The development of happy organization indicators of private vocational colleges in the Northeast. Interdisciplinary Academic and Research Journal, 4(2), 785–800. https://doi.org/10.60027/iarj.2024.274838
  65. Pricope, M. (2024). Increasing Students’ Active Participation in the English Class—An International Perspective. Euromentor. https://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=2068780X&AN=182338654
  66. Quimpan, M. P., & Bauyot, M. M. (2025). Digital Natives in the Classroom: A case study on the integration of innovative management practices to enhance the teaching performance of Generation Z teachers. International Journal of Multidisciplinary Educational Research and Innovation, 3–1, 14–30. https://philpapers.org/archive/QUIDNI.pdf
  67. Qureshi, M. T., & Amin, A. (2024). Dynamic Teaching Pedagogy in the Post-Covid BANI Environment: Redefining the Versatile Role of Teachers for Effective Learning Outcomes in Higher Education. ResearchGate. from https://www.researchgate.net/publication/379104225_Higher_Education_and_Sustainable_Development_Dynamic_Teaching_Pedagogy_in_the_Post-Covid_BANI_Environment_Redefining_the_Versatile_role_of_Teachers_for_Effective_Learning_Outcomes_in_Higher_Education_
  68. Regan, R. (2020). Everything you need to know about Generation Z. In The Workplace in 2021. Retrieved from https://connecteam.com/generation-z-in-the-workplace/
  69. Ruxshona, J. (2025). The Role of Engagement Strategies in Teaching. Modern Educational System and Innovative Methods. from https://esiconf.org/index.php/MESAS/article/view/2837
  70. Şahin, F., & Yüksel, İ. (2021). Meaning and uniqueness of ethics and ethical teacher behaviors in the teaching profession. In Center for Inquiry in Education, National-Louis University, i.e.: Inquiry in Education (Vol. 13, Issue 2, p. Article 2). https://files.eric.ed.gov/fulltext/EJ1338248.pdf
  71. Sain, Z. H. (2024). Enhancing Teachers’ Emotional Well-Being Through Parental Involvement; Strategies And Implications For Educational Policy. Pedagogik Jurnal Pendidikan, 11(2), 198–214. https://doi.org/10.33650/pjp.v11i2.9288
  72. Sharma, U., & Salend, S. J. (2024). Inclusive Education: Challenges and Strategies for Success. Journal of Special Education Research. from https://journals.sagepub.com/doi/full/10.3102/0034654324123789
  73. Schachner, J. N., Marwell, N. P., De La Torre, M., Gwynne, J. A., Allensworth, E., University of Southern California, University of Chicago, University of Chicago, University of Chicago, & University of Chicago. (2025). Heterogeneous Effects of Closing the Digital Divide During COVID-19 on Student Engagement and Achievement. In EdWorkingPaper (No. 25–1153). https://edworkingpapers.com/sites/default/files/ai25-1153.pdf
  74. Seemiller, C., & Grace, M. (2018). Generation Z: A century in the making. London: Routledge.
  75. Silva Sousa, R. C.,& Colauto, R. D. (2021). The Y and Generation Zs in accountancy graduate programs and work values. Journal of Education and Research in Accounting, 15(4), 450-466. Doi: http://dx.doi.org/10.17524/repec.v15i4.2975
  76. Smith, C., & Fannon, T. (2022). Mindfulness and self-awareness in Generation Z teachers: Navigating stress in the classroom. Educational Leadership Review, 29(1), 56-69. https://doi.org/10.3102/003465431989592
  77. Sumitani, A. (2020). A leader’s guide to successfully managing Gen Z. Retrieved from: https://www.tinypulse.com/blog/a-leadersguide-to-successfully-managing-gen-z
  78. Talia, K. F. (2024). The expectations of Gen Z in learning methods. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 7(12), 13770–13778. https://doi.org/10.54371/jiip.v7i12.6367
  79. Thompson, C., & Lee, S. (2020). Gen Z teachers and resistance to traditional educational structures: A study of insubordination and professional autonomy. Journal of Teacher Development, 45(1), 89-102. https://doi.org/10.1080/13664530.2020.1797463
  80. UNESCO. (2024). In the Minds of Gen-Z: Understanding today’s citizens. Retrieved September 11, 2024, from https://www.unesco.org/en/articles/minds-gen-z-understanding-todays-citizens-unesco-global-expert-group-meeting
  81. University of the Philippines Population Institute (UPPI). (2023, January). YAFS5 regional profile: CALABARZON. https://www.uppi.upd.edu.ph/sites/default/files/pdf/yafs5-regional-profiles-CALABARZON.pdf
  82. Venida, A. C. (2022). Exploring Generation Z Teachers’ Work Values: Implications To Educational Leadership And Management. International Journal of Education 15(1), 1-9. doi: 10.17509
  83. Vojnović, B. (2024, August 20).  10 examples of innovation in the workplace you should apply [Blog post]. Retrieved from https://heartcount.com/blog/examples-of-innovation-in-the-workplace/
  84. Wright, M., & Fletcher, A. (2021). Digital resilience: How Generation Z teachers use technology to overcome challenges in the classroom. Educational Technology Research and Development, 69(2), 243-259. https://doi.org/10.1007/s11423-020-09755-9
  85. Yuniarti, D. a. F., Hikmahwan, B., Fu’adi, A., Putra, B. J. M., & Nugroho, B. Y. (2025). Training on the Use of Digital Learning Media (DGMATH and DGDL) for elementary and middle school teacher in Pacitan Regency. Yuniarti | International Journal of Public Devotion. https://doi.org/10.26737/ijpd.v8i1.6353.
  86. Zhao, X., & Lee, J. (2022). Work-life balance and emotional resilience in Generation Z teachers: The importance of staying calm under pressure. Journal of Teacher Education and Practice, 34(5), 234-247. https://doi.org/10.1177/21582440221006129

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic