A review of the empirical generations at work research: implications for school leaders and future research

Abstract

Most schools currently employ three generations of teachers and leaders: Baby Boomers (1946-65), Generation X (1966-80) and Generation Y (1981. However, the implications for school leaders of multi-generational schools remain relatively unexplored. This paper examines the empirical multi-disciplinary generations at work evidence to identify differences and similarities in how generational cohorts approach work/life balance, authority, collaboration and careers. The paper defines generational characteristics and introduces the review methods employed. The findings are organised within three important leadership actions: stimulating professional growth and capacity, building collaborative cultures, and establishing work conditions. The conclusion presents future research directions.

Intergenerational professional relationships in elementary school teams: a social network approach

“…For instance, future research might focus on the relevance of age boundaries of generational cohorts or reveal whether there exists a linear effect of age? The division of generational cohort in this study was based on previous studies within the context of school teams (Edge, 2014;Geeraerts et al, 2016). In this study, our generational cohorts are diverse.…”

“…In the survey, teachers were asked to indicate their age (1 = 20-25 years, 2 = 26-30 years, 3 = 31-35 years, 4 = 36-40 years,5 = 41-45 years, 6 = 46-50 years, 7 = 51-55 years, 8 = older than 55). These age categories were first recoded into three categories that are in line with generational cohorts that can be found in the literature under the labels of Generation Y, Generation X, and the Baby Boomers generation (young = 20-35 years, middle = 36-50 years, old = 51 and older) (Edge, 2014;Geeraerts et al, 2016;Glass, 2007;Novotný & Brücknerová, 2014). Consequently, this categorical variable contains three categories that each cover approximately 15 years.…”

“…According to Edge (2014) school teams include three generations of teachers and leaders: Baby Boomers (1946-65), Generation X (1966 and Generation Y (1981Generation Y ( -2003. In literature, there are a lot of inconsistencies concerning the labels of these generational cohorts and the boundaries used to determine a generational cohort.…”

Generation X School Leaders as Agents of Care: Leader and Teacher Perspectives from Toronto, New York City and London

“…However, at the same time, many GenX leaders across the three cities shared how they had not, and still do not, have good role models for their own work/life balance. While they were caring for others, they were not caring for themselves [12]. This paper explores how nine leaders and 54 teachers across nine school-level studies respond, formally and informally, to the question: Is it the leader's role to care for his or her staff?…”

“…Our team had previously attributed the rise in leader discussions of work/life balance, collaboration, and the importance of school-based relationships [97,98] to three potentially influential factors: (1) GenX leaders' expression of generationally attributed work-related characteristics [12]; (2) GenX leaders own life course issues with work/life given their caring roles for children and/or parents at home; and (3) a growing chorus of policy, practice, and union leaders highlighting the challenges associated with current school-level professional workloads and workplace conditions. The convergence of these issues creates an interesting opportunity to gather evidence and reflect on the notion of leadership and care within a small number of schools in three very different policy and practice contexts.…”