ABSTRACT
This qualitative study aimed to determine the experiences of Zillennial teachers in working with other generations on related school activities as basis for intervention program in the schools District of Sara during the school year 2023-2024. The research method utilized in this study was qualitative method using in-depth interview and the research design is phenomenology. A researcher made questionnaire was used to conduct the study of 15 teachers in the schools District of Sara who were born between the year 1991-1999 and active in service during the conduct of the study. It was found out that the experiences of Zillennial teachers were easy to work with, supportive to others, and difficult to adjust. It was also found that the challenges they encountered as Zillennial teachers were dependent on younger generations, resistance to change, and lack of computer skills. Further, the management of challenges were to think positive, open for change, and learn to understand people. Ultimately, this study provides valuable insights and recommendations for the improvement of the study.
Keywords: Zillennial Teachers, Other
INTRODUCTION
The education field is transforming as the teaching profession welcomes a new wave of educators from the Zillennial generation, born between the mid-1990s and early 2000s. Zillennials, often characterized by their tech-savvy nature, diverse perspectives, and a unique blend of Generation Z and Millennial attributes, are now finding their place in classrooms around the world. As these young educators take on teaching roles, they are faced with the challenge of collaborating and working effectively with colleagues from the different generational cohorts, including Baby Boomers, Generation X and even their fellow Millennials (Anderson & Dron, 2018).
This study endeavors to fill the existing gap in the literature, shedding light on the experiences and challenges faced by the Zillennial teachers in multigenerational educational settings and providing a basis for the development of targeted interventions to enhance collaboration and promote a positive work environment.
Furthermore, the results of this study will also form the basis for an intervention program that aims to improve connections between teachers from different generations in terms of communication, teamwork, and general working relationships. By fostering a more welcoming and encouraging learning atmosphere, the intervention program hopes to enhance students’ and teachers’ educational experiences.
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