Volume 3 - Issue 1 - DBU Journal for K-12 Educational Research - Page 76

74 LEADING THE MILLENNIAL GENERATION: AN INVESTIGATION OF LEADERSHIP PRACTICES THAT ENCOURAGE AND SUPPORT EDUCATION’S YOUNGEST TEACHERS Julie DeLeon, Ed.D. Introduction Educators from the Millennial generation are significantly different from those generational cohorts that precede them. The Millennial generation, born between the years 1982 and 2000, demonstrates clear departures from the values, attitudes, and beliefs of previous generations (Gallup, 2016). Due to the differences between generations, leaders in education have difficulty understanding what individuals from the Millennial generation require to successfully navigate the educational workplace. Since the Millennial generation is expected to comprise 44% of the educator workforce by the year 2020 (Behrstock & Clifford, 2009), and because more than 40% of new teachers leave the teaching profession within their first five years in the field (Ingersoll, Merrill, & Stuckey, 2014), it is critical that leaders who support Millennial employees gain new insights into the mindset of this generation. The current study investigates the perceived values of elementary teachers from the Millennial generation in the educational workplace and identifies leadership practices that may contribute to the support and retention of teachers from the Millennial generation. Generational Cohorts Generational cohorts are defined as groups that are connected through shared experiences, shared social norms, and experienced societal hardships. Abrams (2016), Howe and Strauss (2007), and Lovely and Buffum (2007) have completed extensive research of the generational cohorts currently leading and working in America’s educational system and have identified key traits of each cohort. Members of the Baby Boomer generation, born between 1944 and 1964, are characterized as workaholics and overachievers (Abrams, 2016; Lovely & Buffum, 2007). They also demonstrate optimism, loyalty, and high expectations for themselves and others. Members of Generation X, born between 1965 and 1981, are generally highly independent and distrustful of authority (Howe & Strauss, 2007; Lovely & Buffum, 2007). They tend to be cynical and pessimistic (Howe & Strauss, 2007) and are not known for longevity with organizations (Lovely & Buffum, 2007). While they can be capable members of a team, members of Generation X often prefer to work on their own, making decisions and determining solutions in their own way (Lovely & Buffum, 2007). Members of the Millennial Generation have generally been highly educated and maintain close connections with their families and their communities (Behrstock & Clifford, 2009; Howe & Strauss, 2007, Lovely & Buffum, 2007). They have strong civic and moral values and want to make a difference in the world (Behrstock & Clifford, 2009; Gallup, 2016). They are generally respectful of authority, are confident in themselves (Abrams, 2016; Behrstock & Clifford, 2009; Howe, 2017), and are highly optimistic (Lovely & Buffum, 2007). The Millennial generation expresses a need for frequent feedback and recognition (Gallup, 2016; Howe & Strauss, 2007) and enjoys collaborating with others and being part of a team (Howe & Strauss, 2007; Lovely & Buffum, 2007). Journal of K-12 Educational Research 2019, VOL. 3, ISSUE 1 www.dbu.edu/doctoral/edd