Journal of K-12 Educational Research 45 Conclusions The current study results indicate that the largest source of teachers, the Millennial Generation, is not a mystery to be solved in the secondary teacher crisis. Secondary teachers, regardless of age and generational cohort, have similar values and expectations for an educational workplace based on the current study results. The teacher turnover crisis continues with the current study results showing a significant difference in what teachers value and what they perceive to be present in their schools. All five workplace factors of (1) Purpose/ Recognition, (2) Development, (3) Leadership, (4) Workplace Relationships, and (5) Work-Life Balance based on historic teacher turnover reasons and Millennial needs reported significant differences and further emphasized the need for change. The current study results remind educational leaders that workload and emotional stress are the top concerns, along with a diminished presence of community within the schools, and lack of appreciation for the teacher’s role in shaping students’ lives and for the subjects they teach. For the 2021–22 school year, there were an unusually large number of vacancies across the state, which also impacted substitute teaching (Lopez, 2021). With TEA reporting a shortage of secondary bilingual, special education, career/technical, computer science and math teachers (TEA, 2020b), the time to act is now. Secondary teachers have options outside of education that are vying for their attention, specifically in the North Texas region (U.S. Bureau of Labor Statistics Southwest Information Office, 2020). We need to take care of our teachers and redefine the profession to become a more attractive, sustainable career option. Our future in public education depends on it. References Abrams, J., & von Frank, V. (2013). The multigenerational workplace: Communicate, collaborate, and create community. Corwin. Ayre, C., & Scally, A. J. (2014). Critical values for Lawshe’s content validity ratio: Revisiting the original methods of calculation. Measurement and Evaluation in Counseling and Development, 47(1), 79-86. Backstitch. (2021). Total compensation statements. https:// www.backstitch.io/total-comp-statements Briggs, S. R., & Cheek, J. M. (1984). The role of factor analysis in the development and evaluation of personality scales. Journal of Personality, 54(1), 106-148. CBS Philly. (2019, January 19). Americans use just 37 percent of information learned in school, survey finds. https://phila- delphia.cbslocal.com/2019/01/26/americans-use-just-37- percent-of-information-learned-in-school-survey-finds/ Coggshall, J. G., Behrstock-Sherratt, E., & Drill, K. (2011). Workplaces that support high-performing teaching and learning: Insights from Generation Y teachers (ED518392). American Federation of Teachers and American Insti- tutes for Research. ERIC. https://files.eric.ed.gov/full text/ED518392.pdf Deloitte. (2016). The 2016 Deloitte millennial survey: Winning over the next generation of leaders. https://www2.deloitte. com/content/dam/Deloitte/global/Documents/ About-Deloitte/gx-millenial-survey-2016-exec-summa- ry.pdf Dimock, M. (2019, January 17). Defining generations: Where Millennials end and Generation Z begins. Pew Research Center. https://www.pewresearch.org/ fact-tank/2019/01/17/where-millennials-end-and- generation-z-begins/ Downey, M. (2021, November 9). Teacher: My profession is in crisis and students will pay the price. The Atlanta Journal-Constitution. https://www.ajc.com/education/get-schooled-blog/ teacher-my-profession-is-in-crisis-and-students-will- pay-price/IQI57DX2ZBBQFJDRL4E7A4Z5QM/?fbclid=I wAR0IQivdZb0hPSw-qEIjPqaNVQVAa8keCW3kx Dw2xgTrfzEBrxqfLjUjtzY
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