Leveraging the Work Values of Generation Z Teachers in the Performance of their Duties

This study was conducted to examine the work values of Gen Z teachers in relation to their performance of duties in fourteen (14) selected public elementary schools in Lucena City. A qualitative research design, employing a thematic analysis approach, was used in the study with 25 participants. Specifically, the study determined the work values of Generation Z teachers on self-management, professionalism and ethics, results focus, teamwork, service orientation, and innovation. Additionally, the teaching performance of Gen Z teachers, including their knowledge of content, teaching strategies, and the positive use of ICT, as well as their ability to establish safe and secure learning environments, was identified in relation to their work values. The researcher also gathered the responses through online Focused Group Discussion (FGD). The findings revealed that the work values of Gen Z teachers reflect a strong commitment to achieving a work-life balance, promoting social impact, and pursuing continuous personal and professional growth. They practice calmness, yet there are times when they struggle to control their emotions in the classroom. They also emphasize fairness among learners as a core ethical principle. However, some Gen Z teachers find it challenging to set boundaries with their learners. In addition, teachers included in this generation show resilience in the constantly changing educational landscape and strive to see tangible outcomes in their students' growth and success. When it comes to working with others, Gen Z teachers prefer collaboration with fair share of duties and responsibilities. On the other hand, this study observed that some Generation Z teachers are more likely to be leaders due to their openness to diversity and advocacy for positive change in the educational system. Moreover, they are quick to integrate digital resources and interactive platforms into their teaching practices, aiming to engage students in ways that resonate with their digital-native mindset. At the same time, the work values of Generation Z teachers significantly influence their teaching performance in various aspects. This study found that they value personal and professional growth, which drives them to stay updated on the latest research, trends, and teaching methodologies. As a result of having wide range of resources, Gen Z teachers agreed that they often use collaborative, interactive, and flexible teaching strategies that encourage critical thinking, creativity, and adaptability. Their commitment to engaging, personalized learning experiences drives them to integrate various ICT tools, such as interactive platforms, digital resources, and learning management systems, to cater to inclusive education and foster collaboration. Meanwhile, it was discovered that they occasionally experience digital distractions, which can potentially impair their focus and productivity in the classroom. Furthermore, Generation Z teachers prioritize creating spaces where students feel supported, respected, and valued, recognizing the importance of emotional and mental well-being in the learning process. The use of Work Values Formation: A Guide for Gen Z Teachers served as the study's output and a reference that suggests activities for developing the appropriate work values in the workplace and recommends effective strategies for improving the teaching performance of teachers in this generation. A recommendation was also given to Gen Z teachers to utilize the output to enhance their work values, continue their best practices, and improve their teaching performance, and for future researchers to expand the study on work values of Gen Z teachers across diverse school contexts to have a deeper understanding of this generation's approach to education, their motivations, and how their work values impact their teaching practices and student outcomes or conduct comparative studies across generations involving Generation Z teachers to provide insights into evolving trends in education.