Volume 3 - Issue 1 - DBU Journal for K-12 Educational Research - Page 77

Journal of K-12 Educational Research 75 Generational Implications for the Workplace Howe and Strauss (2007) contend that each generation seeks to compensate for the flaws and problems that it identifies in the generation which preceded it. Because each generation is attempting to solve the problems created by the prior generation, generations will be very different from their predecessors. Due to these differences, generational challenges can occur. Decreased efficiency, increased employee turnover, communication issues, and difficulty working in teams may result from generational differences (Abrams, 2016). Increased levels of stress, increased disconnectedness between employees, and high levels of competitiveness between team members are additional concerns (Clarke, 2014). Generational understanding is now critically important as members of generations attempt to collaborate and thrive in the educational environment. The Study Twelve elementary educators from the Millennial generation who had completed fewer than five years of teaching participated in the current qualitative study. Data was obtained through three focus group interviews and 12 individual interviews using standardized, open-ended interview protocols. The following research questions were considered: Research Question 1 (RQ1) What do elementary teachers from the Millennial generation value in an educational workplace environment? Research Question 2 (RQ2) What leadership actions do elementary teachers from the Millennial generation perceive to be encouraging and supportive? Information collected through focus group interviews and individual interviews was analyzed using NVivo 11, a qualitative data software by QSR International. The data was considered using a constant comparative method in search of a level of saturation described by Creswell (2012) as the “point at which the researcher determines that new data will not provide new information or insights” (p. 433). Text queries, word frequency queries, cluster analysis diagrams, and researcher analysis were utilized to identify common themes in the collected data. Results Two overarching themes were identified from the data in response to each of the research questions: the need for Millennial educators to experience personal connectedness and the need for Millennial educators to receive feedback. After further analysis, the theme of Personal Connectedness was further subdivided into the themes Personal Relationship and Teamwork. The theme of Feedback was further subdivided into the themes of Positive Affirmation, Constructive Criticism, and Seeking Input. Figure 1 illustrates the major themes of the study. Personal Connectedness The theme of Personal Connectedness appeared in each focus Connectedness was further subdivided into the themes Personal Relationship and Teamwork. The theme of Feedback was further subdivided into the themes of Positive Affirmation, Constructive Criticism, and Seeking Input. Figure 1 illustrates the major themes of the study. Figure 1. Flow chart of major themes. Personal Connectedness The theme of Personal Connectedness appeared in each focus group session and individual interview. Strong relation hips with dministrators and peers as well as w rk structures that support collaboration with educator colleagues and campus administrators were reported to provide the feeling of Personal Connectedness desired by the Millennial generation. All participants considered Personal Relationships of critical importance in the field of education. Four categories of individuals were identified as key relationships in providing support to Millennial educ tors. Grade level team members were mentioned by nine participants, campus-based mentors were mentioned by nine participants, instructional coaches were Overarching Themes Personal Connectedness Personal Relationships Teamwork Feedback Positive Affirmation Constructive Criticism Seeking Input Figure 1. Flow chart of major theme s