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School Administrators’ Perspectives on Teachers From Different Generations: SWOT Analysis:

School Administrators’ Perspectives on Teachers From Different Generations: SWOT Analysis: The aim of this study was to examine the perspective of school administrators with regard to teachers from different generations. In this study, the strengths, weaknesses, opportunities, and threats of each generation were examined. This study was conducted as a Strength, Weakness, Opportunity, and Threat (SWOT) analysis. The study group consisted of 26 school administrators from the Dilovası district of Kocaeli province, Turkey. According to the school administrators, the Baby Boomer generation shows their strengths with discipline and experience, Generation X with determination, and Generation Y with their abilities in technology. As for the weaknesses of each generation, Baby Boomers are against innovation and disobedient of the management, Generation X claims to know everything, and Generation Y is inexperienced. What creates opportunities for schools is that Baby Boomers manage crises and transfer experience, Generation X acts as a bridge between the generations, and Generation Y applies new methods in education. For the threats of different generations to the school, the school administrators stated that Baby Boomers hinder innovation, Generation X is disloyal, and Generation Y is inexperienced and against the system. Keywords generational differences, school principal, teacher, SWOT analysis qualitatively describing the views of school administrators Introduction toward teachers from different generations. The purpose of In today’s schools, as in other workplaces, more people from the research is to examine the views of school administrators different generations are working together due to increased working in different school types on the strengths, weak- life expectancy with the developments in the health care nesses, opportunities, and threats of the teachers working in field, increased labor requirements because of decreasing their schools from each generation. The aim is therefore to population growth, a rising retirement age, and changes of contribute to the school administrators’ abilities to better perspective toward aging. manage the differences that teachers from different genera- In the working environment of today, there are often three tions bring to the school work environment. different generations working at the same time in the same unit. This multigenerational workforce leads to differences Theoretical Background among employees. Individuals differ in their attitudes toward authority and the organization, as well as having differences A generation is defined as people of a certain age group, or in their expectations and needs for work, marriage, and grouped based on where they live and thereby share impor- family responsibility (Jurkiewicz & Brown, 1998; tant life events in their critical stages of development Kupperschmidt, 2000; Smola & Sutton, 2002). People from (Kupperschmidt, 2000). Each generation has their own expe- different generations come to the workplace with different rience, expertise, and expectations. It is thought that their experiences, perspectives, anticipations, work styles, and strengths. This in turn presents today’s managers with a range of opportunities and challenges. Kocaeli University, Izmit, Turkey In Turkey, detailed studies have been limited on subjects Corresponding Author: like the “generation” concept and taking the characteristics Soner Polat, Faculty of Education, Kocaeli University Umuttepe of generations into account in managing organizations. The Yerles ¸kesi, Izmit, Kocaeli 41380, Turkey. current research is considered important in terms of Email: spolat@kocaeli.edu.tr Creative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 4.0 License (http://www.creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). 2 SAGE Open similarities in terms of working values, attitudes, choices, accept and apply advice received from a school administrator expectations, perceptions, and behaviors consist of the same or their peer teachers. Also, Generation X teachers are con- or similar historic, economic, and social experiences (Smola sidered better than Baby Boomers in dealing with their stu- & Sutton, 2002; Zemke, Raines, & Filipczak, 2000). As it is dents’ Generation X parents (Strauss, 2005). difficult to determine which years a generation covers, there Generation Y consists of those born between 1981 and are different generation classifications that cover different 2000, and has therefore grown up with technology; as a time periods and sometimes under different names. The com- result, they place significant importance on technology in monly used classifications referred to in the current study are their lives (Hart, 2006). The first thing that comes to mind as follows: Silent Generation (Veterans): 1925-1944, Baby about this generation is their tendency toward technology. Boomers: 1945-1964, Generation X: 1965-1980, and They use their technological skills creatively to improve Generation Y: 1981-2000 (Eisner, 2005; Hart, 2006). Today, their assignments and to reach the desired results (Behrstock- workplaces often have Baby Boomers, Generation X, and Sherratt & Coggshall, 2010). This generation was named Generation Y working together. after the word “Why” in English, because they are known to The Baby Boomers generation consists of people born question and scrutinize every aspect of life, and also to criti- between 1945 and 1964, so from the period immediately fol- cize their obligations (Aka, 2018). This generation represents lowing the end of World War II, and they are defined as con- a wide range of social habits, including teamwork, success, tented, emotional, loyal, and possess an attachment to humility, and good social behaviors (Howe & Strauss, 2000). authority, traditions, and culture (Arslan & Staub, 2015). The elements that motivate this generation are different This generation lives to work and are considered workahol- from the others. Members of Generation Y are more ics, self-motivated, resistant to change (Gursoy et al., 2008), focused on factors that will satisfy them morally such as loyal to their employer, idealists, optimists, and ambitious in social benefits or flexible working hours, rather than the their work life (Hart, 2006). They believe that better living salary they receive from their jobs (Çetin Aydın & Başol, standards are possible through hard work and live to an ethos 2014). They value family life and sacrifice monetary val- of “work hard now, get due in the future” (Acılıoğlu, 2015). ues for familial relationships. They are, however, ambi- Baby Boomers are very hardworking and motivated by their tious and focused on success in business. They have high position, income, and reputation in the workplace (Harber, expectations of their employers, enjoy challenges and dif- 2011). Other characteristics of this generation are that they ficulties, and are not afraid of questioning authority (Ropes are considered great mentors and have an expectation to & Ypsilanti, 2012). work in the same place throughout their career (Hart, 2006). Generation Y opts for digital work and learning opportu- In education, members of this generation are today’s elder nities, teamwork, and opportunities related to technology teachers. They are considered to have greater experience and and social networks (Edge, 2014). This group, which is pre- substantive understanding of their subject areas. They also dominantly successful in group activities and communica- have a stronger commitment to teaching as a vocation, as a tion, expects to receive feedback from individuals in their civic duty, and as a reflection of their personal values. Due to workplace (Gursoy et al., 2008). their level of personal and professional commitment, they As shown in Table 1, each generation has its own personal may have greater passion for working long hours (Strauss, characteristics, as well as work values and preferred working 2005). methods. Significant differences can be seen between each Generation X consists of people who were born between of the generations. 1965 and 1980. They prioritize individualism and are consid- As can be seen in Table 1, Baby Boomers are seen as ered sensitive to social problems, contentious, global think- workaholics because they live to work and find their identity ers, and committed to working. They try to balance their in their work. Although they are good at human relation- work life and private life, and have a respect for different ships, they are sensitive to feedback. As they consider their lifestyles and cultural diversity (Aka, 2018). Members of this work as the most important thing, they seek out status sym- generation give significant importance to keeping a work– bols like title or money and public recognition. life balance, and search for a balance between family com- Generation X differs from Baby Boomers on work value. mitments and work (Gursoy et al., 2008). They believe it is They are not workaholics; instead, they look for work–life important to spare time for themselves and see themselves as balance and they work to live. They are disloyal to authority “free-agents” within their careers, instead of committing and reluctant to commit themselves to their work. Also, they themselves to a single place of employment (Hart, 2006). As seek flexible work conditions in order that they can have a a result, they tend to leave their jobs in return for a higher life outside of their work. salary or better facilities (Hays, 1999). Unlike Baby Boomers, Generation Y is considered to be the most educated and they “work to live.” technologically savvy generation. They have multitasking Teachers from Generation X are more dedicated to life- abilities and look for a meaningful work. If they are satisfied long learning and have an ability to adapt to new conditions. with what they do at work, they are loyal. If not, they can They are willing to collaborate with other teachers and can seek to change their jobs. This makes them loyal to their own Polat et al. 3 Table 1. Work Values and Preferences of Generations (Hernaus & Vokic, 2014). Baby boomers Generation X Generation Y Work values and Competitive nature Adapt to change Most educated and technologically preferences of Both process and results-oriented Risk takers savvy generations Workaholics (“live to work”) Competitive Multitasking capabilities Find identity in their work Entrepreneurial Look for meaningful, diverse, Risk takers Outcome-oriented interesting, and challenging work Good at human relationships Value quality over quantity Achievement/results-oriented Service-oriented Autonomy/independence Personalized career development Value personal gratification Question authority Risk takers Public recognition Dislike supervision Embrace change Status symbols Reluctant to commit Need clear goals and detail-oriented (title, money) Disloyal instructions Value personal interactions No job security expectations Need new experiences and training Sensitive to feedback Poor people skills and poor opportunities Susceptible to burnout and team players Seek constant feedback stress-related illness Want training and Loyal if satisfied at work development opportunities Seek employability instead of job Productivity security (loyal to their careers, not Techno-literate to employers) Seek work–life balance Team-oriented (“work to live”) Understand customer needs and Flexible work conditions wants Entrepreneurial Inexperienced Need for supervision/mentoring Strong sense of fairness and ethics Seek work–life balance Interest in workplace flexibility, relaxation and leisure activities, and volunteering possibilities careers. Like Generation X, they also seek flexibility in their teachers at the age of 50 years or more are seen as a source workplace and aspire to having work–life balance. for subject-matter knowledge and classroom management. For the first time in the history of modern labor, as Zemke These knowledge domains play a significant role in shaping et al. (2000) pointed out, many people from different genera- the school culture and also in teachers’ daily practices tions are working side-by-side and closely with people as (Geeraerts, Vanhoof, & Van den Bossche, 2018). young as their children and as old as their parents. An impor- Each generation brings something new and important to tant aspect of the problems experienced in today’s organiza- teaching and learning. That is why it is so important for tions, where three different age groups work together, is due school administrators to understand, respect, and address the to differences between the generations in their perceptions, generational differences in today’s schools. Administrators methods, practices, and communication (Keleş, 2011). The who adequately understand how to handle differences among most important factor in overcoming these problems is that their workforce leverage the strengths of all generations of managers should be aware of each generation’s characteris- teachers. This understanding can enable teachers and stu- tics and working methods. Managers can do more to improve dents to be successful in the classroom, build collaborative productivity, morale, and employee retention by understand- teams, and help others better prepare for future challenges ing every generation and conveying to employees what they (Hayes, 2013). When administrators cannot resolve discords need to accomplish (Kogan, 2001). between teachers from different generations, this leads to Considering the characteristics, work values, and working biases, dysfunctional relationships, and miscommunication, methods of each generation, generational differences among which as a result presents a significant impediment to teachers in schools influence the school culture (Paniale, achievement. Therefore, administrators who focus on their 2013). Teachers of different generations have different kinds human capital as the blueprint for success can help bridge the of knowledge. While younger teachers are mostly seen as a gap through knowledge of what makes their employees tick knowledge source for their information and communications (Lovely & Buffum, 2007). technology (ICT) skills and new teaching methods, older This study has the following research questions: 4 SAGE Open Research Question 1: What are school administrators’ In this study, SWOT analysis was used to investigate the perspectives on the strengths of teachers from the Baby perspectives of school administrators on teachers from dif- Boomer Generation, Generation Y, and Generation X at ferent generations (Baby Boomers, Generation X, and school? Generation Y) and to discover the strengths, weaknesses, Research Question 2: What are school administrators’ opportunities, and threats that different generations create in perspectives on the weaknesses of teachers from the Baby schools. Boomer Generation, Generation Y, and Generation X at school? Participants Research Question 3: What are school administrators’ perspectives on the opportunities of teachers from the The participants of this study consisted of 26 school admin- Baby Boomer Generation, Generation Y, and Generation istrators who work in the Dilovası district of Kocaeli prov- X at school? ince, Turkey (see Table 2). Research Question 4: What are school administrators’ The criteria used in determining the school administrators perspectives on the threats of teachers from the Baby were that they work as an administrator in schools from dif- Boomer Generation, Generation Y, and Generation X at ferent levels (kindergarten, primary school, elementary school? school, or high school) and to have different professional seniorities (years served). To provide diversity in terms of education level, professional seniority, and school type Method among the participants, the maximum variation sampling method was employed, which is one of the purposeful sam- Research Design pling techniques. With this method, a small sample is gener- ated, and the diversity of the participants is reflected at the This study was conducted as a qualitative research. Dey maximum level (Yıldırım & Şimşek, 2006). Table 2 details (1993) explained that qualitative research explains how peo- the varied characteristics of the school administrators who ple perceive and qualify the things around them. As this participated in the study. study aims to explore how administrators perceive different generations of teachers at their school, a phenomenological approach was used. Phenomenology is described as an Data Collection and Analysis approach to understand the hidden meanings and essences of In this study, the data were collected using a SWOT analysis an experience (Grbich, 2007). The research was conducted form which the participants were handed and asked to com- with a SWOT analysis technique. SWOT analysis was first plete. In the SWOT analysis form, the participants needed to revealed by Prof. Heinz Weihrich (1982) in his article, “The write the strengths, weaknesses, opportunities, and threats of TOWS matrix—A tool for situational analysis.” SWOT anal- three different generations (Baby Boomers, Generation X, ysis is a technique that is used to determine the strengths and and Generation Y) as they saw them in the school atmo- weaknesses of the technique, process, or situation and to sphere. Interviews were then held with the school adminis- determine the opportunities and threats arising from the trators. The interview questions were determined by the external environment for the organization (Gürlek, 2002). researchers based on the research questions. The following SWOT analysis is an analysis technique that allows the interview questions were asked to each of the school evaluation of the internal and external environment of the administrators: organization. SWOT analysis involves the analysis of orga- nizational and environmental factors with both positive and According to your experiences and observations, what are negative aspects. the strengths of teachers from the Baby Boomer SWOT is an acronym formed from the initials of the fol- Generation, Generation Y, and Generation X at your lowing words (Cebecioğlu, 2006): school? According to your experiences and observations, what are S Strength (identifying the strong/superior aspects of the the weaknesses of teachers from the Baby Boomer organization) Generation, Generation Y, and Generation X at your school? W Weaknesses (identifying weak aspects of the organization) According to your experiences and observations, what are the opportunities that teachers from the Baby Boomer O Opportunities (expressing the opportunities of the Generation, Generation Y, and Generation X at your organization) school create for the school? T Threats (expressing the threats and dangers that the According to your experiences and observations, what are organization faces). the threats that teachers from the Baby Boomer Generation, Polat et al. 5 Table 2. Demographic Characteristics of Participants. Pseudonym Management role School type Level of education Professional seniority Fatih Headmaster Primary school Bachelor’s degree 17 years Ali Headmaster Primary school Bachelor’s degree 11 years S ¸akir Headmaster Secondary school Bachelor’s degree 13 years Hasan Headmaster Primary school Bachelor’s degree 15 years Ahmet Headmaster Secondary school Bachelor’s degree 25 years Ilker Headmaster Primary school Bachelor’s degree 21 years Serhat Headmaster Secondary school Master’s degree 18 years Önder Headmaster Primary school Bachelor’s degree 19 years Cos ¸kun Headmaster Kindergarten Bachelor’s degree 16 years Halil Headmaster Primary school Bachelor’s degree 19 years Mehmet Headmaster Primary school Bachelor’s degree 22 years Ufuk Headmaster Secondary school Master’s degree 14 years Mert Headmaster Secondary school Bachelor’s degree 21 years Recep Headmaster High school Master’s degree 28 years Burak Headmaster High school Bachelor’s degree 15 years Savas ¸ Headmaster Primary school Bachelor’s degree 9 years Mustafa Deputy Headmaster Primary school Master’s degree 18 years Selçuk Deputy Headmaster Secondary school Bachelor’s degree 6 years Engin Deputy Headmaster Primary school Bachelor’s degree 8 years Sinan Deputy Headmaster High school Bachelor’s degree 11 years Ismail Deputy Headmaster Primary school Master’s degree 7 years Gökhan Deputy Headmaster High school Bachelor’s degree 16 years Fikret Deputy Headmaster Primary school Bachelor’s degree 10 years Emin Deputy Headmaster Secondary school Bachelor’s degree 13 years Levent Deputy Headmaster High school Master’s degree 15 years Cenk Deputy Headmaster Secondary school Bachelor’s degree 5 years Generation Y, and Generation X at your school pose for According to the school administrator, the strengths of the school? Baby Boomer generation teachers are that they are experi- enced, responsive, loyal, disciplined, pioneering, workahol- The collected data were then analyzed with descriptive ics, patient, productive, conciliatory, school culture analysis. The administrators’ perspectives of the different conveyers, predictive, model teachers, paternal, problem generations (Baby Boomers, Generation X, and Generation solvers, respectful, tidy, planned, adequate, aggregators, Y) were collated under subdimensions as strengths, weak- integrators, and easygoing. The school administrators see nesses, opportunities, and threats. teachers from the Baby Boomer generation as a source of Each of the participants was assigned a pseudonym such experience because they are the eldest generation working as Ali, Hasan, or Fatih. In the direct citations, the partici- in the current situation. Teachers of this generation act as pants’ pseudonyms are used to assure their anonymity. models and examples for the younger generations with the experience they have to offer as well as their predisposition toward responsibility, discipline, order, and planning. They Findings transfer their experiences to other teachers, take a lead in the As a result of the SWOT analysis, school administrators’ per- school, and assume the task of transferring the school cul- spectives on teachers from the Baby Boomer Generation, ture on to the next generation. Also, with their discipline, Generation X, and Generation Y were collated under subdi- ability to solve problems, and benignant behaviors, they cre- mensions of strengths, weaknesses, opportunities, and ate an integrated atmosphere in the school, which enables threats. them to work in harmony with other teachers. Some of the school administrators perspectives on the strengths of Baby Boomer generation teachers are as follows: Headmaster Administrators’ Perspectives on Strengths Fatih defined them as “experienced and powerful in prob- of Different Generations lem solving,” while Headmaster Ali stated that they are The school administrators’ perspectives on the strengths of “exemplary to other teachers and loyal to their duties.” In the different generations are presented in Table 3. addition, Deputy Headmaster Mustafa said that “with past 6 SAGE Open Table 3. Administrators’ Perspectives on Strengths of Different Generations. Generation Strengths Baby Boomer Experience, responsiveness, loyalty, discipline, pioneering, workaholism, patience, productivity, conciliation, school culture conveyance, predictiveness, being a model, paternalistic, problem solving, having respect, tidiness, planner, adequacy, aggregating, integrating, easygoing. Generation X Experience, dynamism, productivity, professionalism, beneficial to students, at the peak of their career, accomplishment in education and communication, fitness, understanding of students, bridge between two generations, determination, knowledgeable, efficiency, constructiveness, responsibility, being balanced, compatibility, collaboration, self-improvement, problem solving, self-confidence, mediation between generations, loyalty. Generation Y Harmony, energy, good and effective use of technology, openness to change, desire for continuous learning, desire for success, good and close relationships with students, up-to-date knowledge, fast work, being equipped, knowledgeable, excitement, good communication skills, dynamism, innovative, educationally innovative, rapid learner, practical, productivity. experiences, they help prevent inconveniences that may Headmaster Fikret said, “They are energetic, practical, eager arise before they occur.” to learn and able to use technology well.” The strengths of Generation X teachers are that they are experienced, dynamic, productive, professional, beneficial Administrators’ Perspectives on Weaknesses to students, at the peak of their career, accomplished in edu- of Different Generations cation and communication, fit, understanding of students, a The school administrators’ perspectives on the weaknesses bridge between two generations, determined, knowledge- of teachers from the different generations are presented in able, efficient, constructive, responsible, balanced, compati- Table 4. ble, collaborative, self-improving, problem solvers, The weaknesses of Baby Boomer generation teachers are self-confident, a mediator between the generations, and that they are technologically inadequate, physically inade- loyal. Some of the school administrators’ perspectives on the quate, nonprogressive, hypercritical, have a negative attitude strengths of Generation X teachers are as follows: Headmaster to technology, lack motivation, monotonous, arrogant, vane, Ahmet said that “They are at the peak of their career, suc- liable for burnout, hardliners, authoritarian, conservative, cessful in education and in dialogue with the parents of stu- biased, stubborn, prim and proper, closed to communication, dents,” and Headmaster İlker stated that “They are a bridge intolerant, and perfectionist. The school administrators stated between the old and the young generation.” that the teachers from this generation are hard shell and The strengths of Generation Y teachers are that they are against innovation, resulting in negative attitudes toward harmonious, energetic, use technology effectively, open to technology, and also that they exhibit technological inade- change, desire continuous learning, desire success, have quacies. Some of the school administrators’ perspectives on good and close relationships with their students, up-to-date the weaknesses of Baby Boomer generation teachers are as in their knowledge, the ability to work fast, equipped, follows: Headmaster Şakir mentioned that they “lack moti- knowledgeable, excited, have good communication skills, vation, and are anxious, incompatible, and arrogant,” while are dynamic, open to innovation, educationally innovative, Headmaster Hasan said that they are “hard shell, conserva- rapid learners, practical, and productive. The administrators tive, bored, and nonchalant.” Deputy Headmaster Selçuk described these teachers as energetic and good with technol- stated his thoughts as “hypercritical, not open to innovation, ogy due to their young age. As for their strengths, the admin- technology, or learning.” istrators stated that the noticeably small age gap between The weaknesses of the Generation X teachers are that these teachers and their students better enabled them to they are closed to learning, selfish, have a know-it-all ego, understand their students. Some of the school administra- are technologically inadequate, unable to keep up with other tors’ perspectives on the strengths of Generation Y teachers generations, criticize ruthlessly, stuck between, desire to get are as follows: Headmaster Ali said, “They use the technol- out of their generation, prim, unable to take risks, noncha- ogy well. They are open to change. They have a desire for lant, renewing themselves less, disloyal, constantly com- continuous learning.” Deputy Headmaster Gökhan men- plain, not responsible, slow down operations, get bored tioned that “They catch the innovation. They seek out more quickly, and are excessively authoritarian. Some of the opportunities with technology. They follow different prac- school administrators’ perspectives on the weaknesses of tices from around the world and are innovative in their stu- Generation X teachers are as follows: Headmaster Serhat dents’ education. They listen to their students, offer them said that “They have an ‘I have learned everything. I know concrete materials, and are student-centered,” while Deputy Polat et al. 7 Table 4. Administrators’ Perspectives on Weaknesses of Different Generations. Generation Weaknesses Baby Boomer Technological inadequacy, physical inadequacy, nonprogressive, hypercriticality, negative attitude to technology, lack of motivation, monotony, arrogance, vanity, burnout, hardline, authoritarian, conservative, bias, stubbornness, primness, uncommunicative, intolerant, perfectionist. Generation X Closed to learning, selfishness, know-it-all egoism, technological inadequacy, inability to keep up with other generations, ruthless criticism, stuck between, desire to get out of their generation, primness, risk aversion, nonchalance, limited self-renewal, disloyalty, constantly complaining, responsibility aversion, slowing down of operation, getting bored quickly, excessive authoritarianism. Generation Y Lack of experience, adaptation difficulties, uncommunicativeness, taking part in conflict groups, lack of sense of belonging, questioning, abandonment, lack of formalism, weak sense of responsibility, rebelliousness, discomfort, dissatisfaction, hypercriticality, sudden decisiveness, ignoring legislation, hindering paperwork, difficulties in student control, selfishness, excessive self-esteem, unilateral view of events, weakness in classroom management, weakness in human relations, frailness, vulnerability, lack of work discipline, neglecting work, boredom, low social relations. the best’ attitude,” while Headmaster Önder has expressed administrators’ perspectives on the opportunities offered by their weaknesses as their “desire to get out of their own Baby Boomer generation teachers for the school are as fol- generation.” lows: Headmaster Hasan said, “Their experiences can be When we look at the weaknesses of the Generation Y used to resolve conflicts in human relations. They can be teachers, their lack of experience emerges as the most empha- effective in transferring traditional values.” In addition, sized feature as they are teachers at the beginning of their Deputy Headmaster Engin said, “They play an active role in careers. In addition to their lack of experience, other weak- communication with students’ parents. They teach young nesses of this generation are that they find it difficult to people to stay calm under difficulties.” adapt, are lacking in communication, take part in conflict The administrators mentioned the features of Generation groups, lack a sense of belonging, question everything, feel X teachers that can create opportunities for the school as abandoned, have a lack of formalism, a weak sense of their transference of experience, fulfilling their duties, taking responsibility, are rebellious, feel discomforted, dissatisfied, responsibility, being an example to young teachers, working hypercritical, make sudden decisions, ignore legislation, hin- harmoniously, as a bridge between the generations, guiding der paperwork, experience difficulties in student control, are younger teachers, creating intergenerational balance, prob- selfish, have excessive self-esteem, a unilateral view of lem solving, a desire for success, their assertiveness, practi- events, are weak in classroom management, weak in human cality, and that they are good communicators with the relations, frail, vulnerable, lack work discipline, neglect parents. As they are the middle of the three generations work, become bored, and have low social relations. In addi- working in current business life, Generation X teachers are tion to Headmasters Mert, Recep, Fatih, and İlker, who men- seen as the bridge between the Baby Boomers and Generation tioned about the lack of experience of Generation Y teachers, Y in the school. Some of the school administrators’ perspec- Deputy Headmaster Fikret stated his perspective on the tives on the beneficial aspects for the school of Generation X weaknesses of this generation as “They want everything to teachers are as follows: Deputy Headmaster Mustafa said be immediate and appreciated. They are impatient and have that “They act as an intergenerational bridge,” while trouble with hierarchy,” while Deputy Headmaster İsmail Headmaster Coşkun said, “They bring younger and older said, “They are selfish, extremely self-confident and they generations together,” and Headmaster Halil mentioned that think they do not make mistakes.” “Their presence is important for intergenerational communi- cation. They keep the balance.” It can be said that from the school administrators’ point of Administrators’ Perspectives on Opportunities of view on the opportunities that Generation Y teachers offer Different Generations schools, their strengths in fact present opportunities. Generation Y teachers afford opportunities to schools The school administrators’ perspectives on the opportunities through the provision of new instructional programs, better offered by the different generations are presented in Table 5. communication with students, discipline of schools, produc- The opportunities offered by Baby Boomer generation tivity through ideas and projects, keeping students up to date, teachers are that they can contribute to schools through crisis analyzing students well, providing innovative learning, reha- management, transferring experience, the creation of out- bilitating schools, establishing educational opportunities, sourcing, modeling for young teachers, leadership, guidance supporting technology in schools, actively taking part in in problem solving, transferring school culture, and being an projects, collaborating, participating in activities, increasing example in taking lessons from the past. Some of the school 8 SAGE Open Table 5. Administrators’ Perspectives on Opportunities of Different Generations. Generation Opportunities Baby Boomer Crisis management, transfer of experience, the creation of outsourcing, role modeling for young teachers, leadership, guidance in problem solving, school culture conveyance, learning from the past. Generation X Experience transference, fulfillment of duties, responsibility, role modeling for young teachers, harmony of work, bridge between generations, guidance to young teachers, creating intergenerational balance, problem solving, desire for success, assertiveness, practicality, good communication with parents. Generation Y Providing new instructional programs, better communication with students, discipline of schools, productivity of ideas and projects, keeping students up to date, student analyzation, provision of innovative learning, rehabilitation of schools, establishment of educational opportunities, support of technology in schools, active participation in projects, collaboration, participation in activities, contribution to students’ commitment to school, problem solving for students, facilitation of family participation, social activity planning, contribution to creating school culture. students’ commitment to the school, solving students’ prob- a bad example due to their own dissatisfaction, desire to be a lems, facilitating family participation, planning social activi- determinant in school, infidelity, desire to do everything, and ties, and contributing to the creation of school culture. Some their seeking out of inadequacies. Besides contributing to the of the school administrators’ perspectives on the opportuni- school, Generation X teachers being situated “between” Baby ties that Generation Y teachers offered schools are as fol- Boomer generation and Generation Y can create negative sit- lows: Headmaster Coşkun spoke of their contributions as uations according to the school administrators. Some of the “They keep the school up to date,” while Deputy Headmaster school administrators’ perspectives on the threats that Emin said, “They can increase the design and use of current Generation X teachers pose to schools are as follows: education methods and materials.” In addition, Headmaster Headmaster Ufuk expressed their “being in intergenerational Burak mentioned their positive relations with students, conflict,” Headmaster Serhat mentioned them being “torn “Since their age is close to that of the students, they can ana- between generations,” while Headmaster Önder used the term lyze them better,” and Deputy Headmaster Levent said, “torn between old and new,” and Headmaster Mert said they “They can know students better and solve problems better.” are known for “criticizing the previous and next generation.” From the school administrators’ point of view, Generation Y teachers also possess certain features that can create nega- Administrators’ Perspectives on Threats of tive and threatening situations for school. These features are Different Generations problems related to their inexperience, intergenerational con- flict, problems with relativity, poor communicators with stu- The school administrators’ perspectives on the threats to dents and parents, disrupting the institutional harmony, their schools of the different generations are presented in Table 6. lack of potential, they get bored quickly, make system work- For the threats toward schools of the Baby Boomer gen- ing difficult, harm the school culture, criticizing the estab- eration teachers, the school administrators mentioned the lished order, lack an authority gap with students, are in negative and harmful effects that teachers in this generation conflict with values, and subvert the school order. According can create in school. In addition, they are considered as a to the school administrators, the fact that these teachers are source for generational conflict, undisciplined, unable to still at the beginning of their profession can reflect negativi- take risks, disobedient, exaggerate their age and its signifi- ties in the school system and school culture. Some of the cance, being against innovation, inefficient, create a negative school administrators’ perspectives on the threats that culture, are a negative example, discourage the younger gen- Generation Y teachers present to the school are as follows: erations, and they slow down the work. On the school admin- Headmaster Önder expressed an opinion that “They make istrators’ perspectives as to the threats that Baby Boomer the order and the operation of the system difficult,” while generation teachers can present to harm the school, Deputy Deputy Headmaster Cenk said that “Because their classroom Headmaster Sinan stated that “Their opposing to new devel- management is weak, there can be problems in the school opments can have a negative impact on the development of discipline.” Their inadequacies in communication can be the school.” seen in statements such as by Headmaster İlker, who stated The threats that Generation X teachers may introduce to that “They may have trouble in terms of dialogue with the create negative situations for schools are their criticism of administration and students,” and Headmaster Savaş said, other generations, intergenerational conflict, feeling torn “There can be problems with their communications with between the two other working generations, their desire to be parents.” continuously appreciated, lack of innovation, obstinance, set Polat et al. 9 Table 6. Administrators’ Perspectives on Threats of Different Generations. Generation Threats Baby Boomer Source for generational conflict, indiscipline, inability to take risks, disobedience, exaggeration of age, innovation aversion, inefficiency, negative culture creation, a negative example, discouragement of younger generations, slowing down work. Generation X Criticism of other generations, intergenerational conflict, torn between, desire to be continuously appreciated, innovation aversion, obstinacy, bad example due to dissatisfaction, desire to be a determinant in school, infidelity, desire to do everything, seeks inadequacies. Generation Y Problems related to inexperience, intergenerational conflict, problem of relativity, poor communication with students and parents, disruption of institutional harmony, lack of potential, getting bored quickly, making system working difficult, harming school culture, criticism of order, authority gap with students, conflicts about values, subversion of school order. Discussion and Conclusion Administrators’ Perspectives on Teachers From Generation X The perspectives of school administrators on teachers from dif- ferent generations working in their schools are discussed under As to the strengths of Generation X teachers, the school three groups: “Administrators’ Perspectives on Teachers from administrators mentioned that they are considered to be the Baby Boomer Generation,” “Administrators’ Perspectives experienced, dynamic, and professional. Teachers in this on Teachers from Generation X,” and “Administrators’ group are thought of as knowledgeable, productive, and at Perspectives on Teachers from Generation X.” the peak of their career based on their age and profession. Generation X teachers are known to be determined, respon- sive, collaborative, loyal, and problem solvers, according to Administrators’ Perspectives on Teachers From the school administrators, which are powerful features that the Baby Boomer Generation can be positive for schools. As the Baby Boomer teachers are now the eldest generation When looking at the weaknesses of Generation X teach- working in state schools in Turkey, school administrators see ers, their positioning as “in-between the generations” was members of this group as a source of experience, and as an emphasized by the school administrators. As pointed out by example to colleagues from other generations and to school Crumpacker and Crumpacker (2007), Generation X is skep- culture. The school administrators consider that this genera- tical about the workplace, and unlike the Baby Boomers, tion are workaholics and have a responsibility but that they they are considered unfaithful to their place of work. These resist change. These opinions overlap with the research of attitudes are also indicated by the school administrators. Gursoy et al. (2008). The views of the school administrators Moreover, it is seen as selfish and pseud by school adminis- in the current study, as well as Gibson, Greenwood, and trators that this generation is individualistic and focused on Murphy (2009), indicate that the weaknesses of this genera- their own career rather than the organization they work for tion are negative attitudes toward technology, as well as (Sayers, 2007). being conservative and perfectionist. The prominent feature of Generation X in the subtheme of With regard to the opportunities that Baby Boomer opportunities is that they act in school as a bridge between teachers can create within a school, the administrators the other generations (Baby Boomers and Generation Y). stated they are an example to the young, transferring their Administrators think that Generation X teachers guide experience, and attracting out-of-school funding. The Baby younger teachers and provide a degree of intergenerational Boomer generation can benefit the school through their balance within the school through their experience. The self- experience, and at the same time, the school administrators confidence of this generation (Gursoy et al., 2008; Murphy, also identified ways in which they can be seen as a threat to Gibson, & Greenwood, 2010) makes them assertive, practi- the school. According to the administrators, this eldest gen- cal, and seek to achieve success in their work. According to eration of today’s teachers exaggerates their ages and can the school administrators, they are the bridge between the ruin discipline within the school, disobey the administra- two generations. tion, and prevent innovation in the school. This negative Generation X teachers can sometimes create negative sit- example is seen by other employees and may therefore cre- uations for the school. They may find themselves in genera- ate a negative environment for younger generations in the tional conflict due to their being stuck between their peers school. from the younger and older generations, and this leads to 10 SAGE Open feelings of in-betweenness. As stated by Gursoy et al. (2008) skepticism of institutional loyalty (Chen & Choi, 2008). in their research, and by the school administrators who par- Teachers in this generation face problems such as communi- ticipated in the current research, people from Generation X cation with students and parents due to their inexperience, want immediate and constant praise for what they do. lack of authority over the students, and their inability to apply their potential effectively. Administrators’ Perspectives on Teachers From Implications Generation Y In today’s workplace, administrators in schools are faced Many of the school administrators emphasized the effective with dealing with generational diversity among their staff. use of technology as well as the familiarity of technology, Currently, there are teachers from three different generations often referred to as the strength of Generation Y and the most working in many schools, those being from the Baby Boomer important feature of this generation in the field (Gursoy generation, from Generation X, and from Generation Y. This et al., 2008; Keleş, 2011; Sharma, 2012; Spiro, 2006). study revealed that there are important differences among Because of being the youngest generation in the workplace, these generations. Therefore, it would be beneficial for and for being energetic, dynamic, and open-minded, school administrators as managers to take these differences Generation Y teachers have good communication skills and into consideration to create an effective school atmosphere. are good team players in the eyes of school administrators School administrators should be aware of the generational (Gursoy et al., 2008; Murphy et al., 2010). Other features of diversity within their school personnel and look carefully this generation that can be positive for schools are the teach- toward generational awareness. If they fail to deal with gen- ers having up-to-date information, as well as being consid- erational differences, there may be misunderstandings and ered practical, productive, and quick learners. miscommunication between them and the teachers, or among Under the subtheme of weaknesses of this generation, the teachers from different generations. When school administra- school administrators stated that these teachers are inexperi- tors better understand the generational similarities and differ- enced by their age. However, in addition, they lack working ences of their personnel and manage them accordingly, it may discipline, neglect their work, have a disregard for legisla- lead to increased productivity, improved collegiality, and tion, and lack a sense of responsibility and ownership. These eventually, greater success and better student achievement. stated features match with those identified by the research of As all generations have their own attributes of strength, it Gursoy et al. (2008) such as this generation questions every is considered advisable to ensure there is a mix of genera- rule, they prefer not to stay within the strict limits of their job tions on institutional committees or educational work groups. description, and they challenge the workplace rules includ- In this way, together they can create a wider perspective with ing uniform requirements, the flexibility of a standard work- different opinions sourced from the different generations. ing day, and the worker–supervisor relationship. Unlike When administrators provide clear organizational vision for other generations, those from Generation Y tend to question all generations in their employ, they can increase perfor- authority (Chen & Choi, 2008). Also, according to the school mance. Also, providing mentoring, including reverse men- administrators in the current study, the teachers in this gen- toring, to all generations is an effective way to bridge any eration are impatient, fragile, vulnerable, rebellious, and gaps between teachers of different generations. Administrators selfish. can assign different generations to work together to tackle The feature most emphasized by school administrators for generational prejudice, which can facilitate intergenerational this generation is that they can apply new curricula at school learning among teachers. As examples, Baby Boomers can and support the technological direction of the school because transfer their experience with classroom management or how of their ability to use technology well and effectively. They to deal with students’ problems onto their Generation Y col- are considered to be active collaborators and team players leagues, while Generation Y can help Baby Boomers in using (Sharma, 2012), and become actively involved in the plan- today’s technology in the classroom more effectively. ning of social activities within the school and in the produc- Another way to bridge gaps and communication between tion and implementation of projects. Due to the limited age Baby Boomers and Generation Y can be utilizing Generation gap between Generation Y teachers and their students, they X in the process. As Generation X has certain characteristics are able to analyze the students well, help them solve prob- similar to both their predecessor and successor generations, lems, and increase their loyalty to the school. The school teachers from Generation X can help create a better under- administrators also stated that these features are also useful standing between the older and younger generations. in disciplining the school. If the administrators accept the generational differences As to the subtheme of threats, criticizing the school order of teachers at schools, and use them effectively as leverage and making school regulation difficult are the main reasons for the effective application of technology, communication, seen by school administrators for Generation Y teachers cre- mentoring and motivation, and to bridge the generational ating problems within the school. This is due to their Polat et al. 11 gaps, they can positively influence their teaching staff and Cebecioğlu, C. (2006). SWOT Analizi ve Bir İşletme Üzerine Uygulama (Master’s thesis). Gebze Yüksek Teknoloji manage the school in a more coherent way. Enstitüsü Sosyal Bilimler Enstitüsü, Gebze, Turkey. Çetin Aydın, G., & Başol, O. (2014). X ve Y kuşağı: Çalışmanın Limitations anlamında bir değişme var mı? [Generation X and Y: Is there a change in the meaning of working?]. Electronic Journal of In this study, the strengths, weaknesses, opportunities, and Vocational Colleges, 4(4), 1-15. threats affecting schools for each generation of today’s teach- Chen, P., & Choi, Y. (2008). Generational differences in work val- ers (Baby Boomers, Generation X, and Generation Y) were ues: A study of hospitality management. International Journal determined from the school administrators’ point of view. of Contemporary Hospitality Management, 20, 595-615. The study was limited, however, by the views of participant Crumpacker, M., & Crumpacker, J. M. (2007). Succession planning administrators managing schools in the Dilovası district of and generational stereotypes: Should HR consider age-based Kocaeli province, Turkey. Similar studies could also be con- values and attitudes a relevant factor or a passing fad? Public Personnel Management, 36, 349-369. ducted in the future with administrators from different geo- Dey, I. (1993). Qualitative data analysis: A user-friendly guide for graphical regions or countries. Also, the view of other school social scientists. London, England: Routledge. stakeholders (teachers, students, and parents) could be Edge, K. (2014). A review of the empirical generations at work included in future studies. research: Implications for school leaders and future research. The SWOT analysis methodology, which was applied in School Leadership & Management, 34, 136-155. the current study to collect data, has certain drawbacks such Eisner, S. P. (2005). Managing generation Y. SAM Advanced as its lack of clarity, detail, and prioritization. In this research, Management Journal, 70(4), 4-12. all of the answers were analyzed in detail to make answers Geeraerts, K., Vanhoof, J., & Van den Bossche, P. (2018). Teachers’ clear and detailed. Although the study used qualitative meth- intergenerational advice and information seeking: Content ods and provided certain insights about the school adminis- matters! Journal of Professional Capital and Community, 3, trators’ perspectives, future studies could be designed using 256-271. Gibson, J. W., Greenwood, R. A., & Murphy, E. F., Jr. (2009). quantitative or mixed research methods to provide more in- Generational differences in the workplace: Personal val- depth information and for more generalizable research ues, behaviors, and popular beliefs. Journal of Diversity results. Management, 4(3), 1-8. Grbich, C. (2007). Qualitative data analysis: An introduction. Declaration of Conflicting Interests London, England: Sage. Gürlek, B. T. (2002). SWOT Analizi [SWOT analysis]. Gebze, The author(s) declared no potential conflicts of interest with respect Turkey: Türkiye Bilimsel ve Teknik Araştırma Kurumu. to the research, authorship, and/or publication of this article. Gursoy, D., Maier, T. A., & Chi, C. G. (2008). Generational differ- ences: An examination of work values and generational gaps in Funding the hospitality workforce. International Journal of Hospitality Management, 27, 448-458. The author(s) received no financial support for the research, author- Harber, J. G. (2011). Generations in the workplace: Similarities ship, and/or publication of this article. and differences (Doctoral dissertation, East Tennessee State University). Retrieved from http://dc.etsu.edu/etd/1255 ORCID iD Hart, K. A. (2006). Generations in the workplace: Finding common Soner Polat https://orcid.org/0000-0003-2407-6491 ground. Medical Laboratory Observer, 38(10), 26-27. Hayes, B. R. (2013). The implications of multigenerational differences within the workforce (Research Papers 407). Southern Illinois References University. Retrieved from http://opensiuc.lib.siu.edu/gs_rp/407 Acılıoğlu, İ. (2015). “İş”te Y kuşağı [Generation Y at work]. Hays, S. (1999). Gen X and the art of the reward. Workforce, Ankara, Turkey: Elma Yayınevi. 78(11), 44-48. Aka, B. (2018). Bebek patlaması, X ve Y kuşağı yöneticilerin örgüt- Hernaus, T., & Vokic, N. P. (2014). Work design for different sel bağlılık düzeylerinin kamu ve özel sektör farklılıklarına generational cohorts: Determining common and idiosyn- göre incelenmesi: Bir araştırma [Investigation of organiza- cratic job characteristics. Journal of Organizational Change tional commitment levels of baby boomer, generation X and Management, 27, 615-641. Y managers according to public and private sector differences: Howe, N., & Strauss, W. (2000). The millennials rising: The next A research]. Süleyman Demirel Üniversitesi Vizyoner Dergisi, great generation. New York, NY: Vintage Books. 9(20), 118-135. Jurkiewicz, C. E., & Brown, R. G. (1998). GenXers vs. boomers Arslan, A., & Staub, S. (2015). Kuşak teorisi ve iç girişimcilik vs. matures: Generational comparisons of public employee üzerine bir araştırma [A research on generation theory and motivation. Review of Public Personnel Administration, 18(4), internal entrepreneurship]. Kafkas Üniversitesi İktisadi ve 18-37. İdari Bilimler Fakültesi Dergisi, 6(11), 1-24. Keleş, H. N. (2011). Y kuşağı çalışanlarının motivasyon profil- Behrstock-Sherratt, E., & Coggshall, J. G. (2010). Realizing the lerinin belirlenmesine yönelik bir araştırma [A research to promise of generation Y. Educational Leadership, 67(8), determine motivation profiles of generation Y employees]. 28-34. Organizasyon Ve Yönetim Bilimleri Dergisi, 3, 129-139. 12 SAGE Open Kogan, M. (2001, September 1). Bridging the gap. Government Smola, K. W., & Sutton, C. D. (2002). Generational differences: Executive. Retrieved from https://www.govexec.com/maga Revisiting generational work values for the new millennium. zine/magazine-human-resources-management/2001/09/bridg Journal of Organizational Behavior, 23, 363-382. ing-the-gap/9752/ Spiro, C. (2006). Generation y in the workplace. Defense AT&L, Kupperschmidt, B. R. (2000). Multigeneration employees: 35(6), 16-19. Strategies for effective management. Health Care Manager, Strauss, W. (2005). Talking about their generations. The School 19, 65-76. Administrator, 62(8), 10-14. Lovely, S., & Buffum, A. G. (2007). Generations at school: Weihrich, H. (1982). The TOWS matrix—A tool for situational Building an age-friendly learning community. Thousand Oaks, analysis. Long Range Planning, 15(2), 54-66. CA: Corwin Press. Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma Murphy, E. F., Gibson, J. W., & Greenwood, R. A. (2010). yöntemleri [Qualitative research methods in social sciences]. Analyzing generational values among managers and non- Ankara, Turkey: Seçkin Yayıncılık. managers for sustainable organizational effectiveness. SAM Zemke, R., Raines, C., & Filipczak, B. (2000). Generations at Advanced Management Journal, 75, 33-55. work: Managing the clash of veterans, boomers, Xers and nex- Paniale, L. (2013). An analysis of generational differences and their ters in your workplace. New York, NY: AMACOM Books. effects on schools and student performance (Doctoral disserta- tion). University of Central Florida, Orlando. Author Biographies Ropes, D., & Ypsilanti, A. (2012). Factors influencing intergen- Soner POLAT is currently a professor at the Department of erational learning: Towards a framework for organisations to Educational Sciences, Education Management in Kocaeli ensure successful learning in older employees. In European University. His research interests are organizational image, organi- Centre for the Development of Vocational Training (Ed.), zational trust, intercultural training, intergenerational learning and Working and ageing: The benefits of investing in an ageing diversity management. workforce (pp. 280-307). Luxembourg City, Luxembourg: European Union. Çağlar Çelik is an English teacher. He had his master’s degree on Sayers, R. (2007). The right staff from X to Y. Library Management, lifelong learning and adult education. 28, 474-487. Sharma, L. (2012). Generation Y at workplace. Human Resource Yıldız Okçu is a kindergarten teacher. She is having her master’s Management, 5, 74-78. degree on lifelong learning and adult education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png SAGE Open SAGE

School Administrators’ Perspectives on Teachers From Different Generations: SWOT Analysis:

Polat, Soner; Çelik, Çaǧlar; Okçu, Yıldız
SAGE Open , Volume 9 (3): 1 – Jul 2, 2019
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Abstract

The aim of this study was to examine the perspective of school administrators with regard to teachers from different generations. In this study, the strengths, weaknesses, opportunities, and threats of each generation were examined. This study was conducted as a Strength, Weakness, Opportunity, and Threat (SWOT) analysis. The study group consisted of 26 school administrators from the Dilovası district of Kocaeli province, Turkey. According to the school administrators, the Baby Boomer generation shows their strengths with discipline and experience, Generation X with determination, and Generation Y with their abilities in technology. As for the weaknesses of each generation, Baby Boomers are against innovation and disobedient of the management, Generation X claims to know everything, and Generation Y is inexperienced. What creates opportunities for schools is that Baby Boomers manage crises and transfer experience, Generation X acts as a bridge between the generations, and Generation Y applies new methods in education. For the threats of different generations to the school, the school administrators stated that Baby Boomers hinder innovation, Generation X is disloyal, and Generation Y is inexperienced and against the system. Keywords generational differences, school principal, teacher, SWOT analysis qualitatively describing the views of school administrators Introduction toward teachers from different generations. The purpose of In today’s schools, as in other workplaces, more people from the research is to examine the views of school administrators different generations are working together due to increased working in different school types on the strengths, weak- life expectancy with the developments in the health care nesses, opportunities, and threats of the teachers working in field, increased labor requirements because of decreasing their schools from each generation. The aim is therefore to population growth, a rising retirement age, and changes of contribute to the school administrators’ abilities to better perspective toward aging. manage the differences that teachers from different genera- In the working environment of today, there are often three tions bring to the school work environment. different generations working at the same time in the same unit. This multigenerational workforce leads to differences Theoretical Background among employees. Individuals differ in their attitudes toward authority and the organization, as well as having differences A generation is defined as people of a certain age group, or in their expectations and needs for work, marriage, and grouped based on where they live and thereby share impor- family responsibility (Jurkiewicz & Brown, 1998; tant life events in their critical stages of development Kupperschmidt, 2000; Smola & Sutton, 2002). People from (Kupperschmidt, 2000). Each generation has their own expe- different generations come to the workplace with different rience, expertise, and expectations. It is thought that their experiences, perspectives, anticipations, work styles, and strengths. This in turn presents today’s managers with a range of opportunities and challenges. Kocaeli University, Izmit, Turkey In Turkey, detailed studies have been limited on subjects Corresponding Author: like the “generation” concept and taking the characteristics Soner Polat, Faculty of Education, Kocaeli University Umuttepe of generations into account in managing organizations. The Yerles ¸kesi, Izmit, Kocaeli 41380, Turkey. current research is considered important in terms of Email: spolat@kocaeli.edu.tr Creative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 4.0 License (http://www.creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). 2 SAGE Open similarities in terms of working values, attitudes, choices, accept and apply advice received from a school administrator expectations, perceptions, and behaviors consist of the same or their peer teachers. Also, Generation X teachers are con- or similar historic, economic, and social experiences (Smola sidered better than Baby Boomers in dealing with their stu- & Sutton, 2002; Zemke, Raines, & Filipczak, 2000). As it is dents’ Generation X parents (Strauss, 2005). difficult to determine which years a generation covers, there Generation Y consists of those born between 1981 and are different generation classifications that cover different 2000, and has therefore grown up with technology; as a time periods and sometimes under different names. The com- result, they place significant importance on technology in monly used classifications referred to in the current study are their lives (Hart, 2006). The first thing that comes to mind as follows: Silent Generation (Veterans): 1925-1944, Baby about this generation is their tendency toward technology. Boomers: 1945-1964, Generation X: 1965-1980, and They use their technological skills creatively to improve Generation Y: 1981-2000 (Eisner, 2005; Hart, 2006). Today, their assignments and to reach the desired results (Behrstock- workplaces often have Baby Boomers, Generation X, and Sherratt & Coggshall, 2010). This generation was named Generation Y working together. after the word “Why” in English, because they are known to The Baby Boomers generation consists of people born question and scrutinize every aspect of life, and also to criti- between 1945 and 1964, so from the period immediately fol- cize their obligations (Aka, 2018). This generation represents lowing the end of World War II, and they are defined as con- a wide range of social habits, including teamwork, success, tented, emotional, loyal, and possess an attachment to humility, and good social behaviors (Howe & Strauss, 2000). authority, traditions, and culture (Arslan & Staub, 2015). The elements that motivate this generation are different This generation lives to work and are considered workahol- from the others. Members of Generation Y are more ics, self-motivated, resistant to change (Gursoy et al., 2008), focused on factors that will satisfy them morally such as loyal to their employer, idealists, optimists, and ambitious in social benefits or flexible working hours, rather than the their work life (Hart, 2006). They believe that better living salary they receive from their jobs (Çetin Aydın & Başol, standards are possible through hard work and live to an ethos 2014). They value family life and sacrifice monetary val- of “work hard now, get due in the future” (Acılıoğlu, 2015). ues for familial relationships. They are, however, ambi- Baby Boomers are very hardworking and motivated by their tious and focused on success in business. They have high position, income, and reputation in the workplace (Harber, expectations of their employers, enjoy challenges and dif- 2011). Other characteristics of this generation are that they ficulties, and are not afraid of questioning authority (Ropes are considered great mentors and have an expectation to & Ypsilanti, 2012). work in the same place throughout their career (Hart, 2006). Generation Y opts for digital work and learning opportu- In education, members of this generation are today’s elder nities, teamwork, and opportunities related to technology teachers. They are considered to have greater experience and and social networks (Edge, 2014). This group, which is pre- substantive understanding of their subject areas. They also dominantly successful in group activities and communica- have a stronger commitment to teaching as a vocation, as a tion, expects to receive feedback from individuals in their civic duty, and as a reflection of their personal values. Due to workplace (Gursoy et al., 2008). their level of personal and professional commitment, they As shown in Table 1, each generation has its own personal may have greater passion for working long hours (Strauss, characteristics, as well as work values and preferred working 2005). methods. Significant differences can be seen between each Generation X consists of people who were born between of the generations. 1965 and 1980. They prioritize individualism and are consid- As can be seen in Table 1, Baby Boomers are seen as ered sensitive to social problems, contentious, global think- workaholics because they live to work and find their identity ers, and committed to working. They try to balance their in their work. Although they are good at human relation- work life and private life, and have a respect for different ships, they are sensitive to feedback. As they consider their lifestyles and cultural diversity (Aka, 2018). Members of this work as the most important thing, they seek out status sym- generation give significant importance to keeping a work– bols like title or money and public recognition. life balance, and search for a balance between family com- Generation X differs from Baby Boomers on work value. mitments and work (Gursoy et al., 2008). They believe it is They are not workaholics; instead, they look for work–life important to spare time for themselves and see themselves as balance and they work to live. They are disloyal to authority “free-agents” within their careers, instead of committing and reluctant to commit themselves to their work. Also, they themselves to a single place of employment (Hart, 2006). As seek flexible work conditions in order that they can have a a result, they tend to leave their jobs in return for a higher life outside of their work. salary or better facilities (Hays, 1999). Unlike Baby Boomers, Generation Y is considered to be the most educated and they “work to live.” technologically savvy generation. They have multitasking Teachers from Generation X are more dedicated to life- abilities and look for a meaningful work. If they are satisfied long learning and have an ability to adapt to new conditions. with what they do at work, they are loyal. If not, they can They are willing to collaborate with other teachers and can seek to change their jobs. This makes them loyal to their own Polat et al. 3 Table 1. Work Values and Preferences of Generations (Hernaus & Vokic, 2014). Baby boomers Generation X Generation Y Work values and Competitive nature Adapt to change Most educated and technologically preferences of Both process and results-oriented Risk takers savvy generations Workaholics (“live to work”) Competitive Multitasking capabilities Find identity in their work Entrepreneurial Look for meaningful, diverse, Risk takers Outcome-oriented interesting, and challenging work Good at human relationships Value quality over quantity Achievement/results-oriented Service-oriented Autonomy/independence Personalized career development Value personal gratification Question authority Risk takers Public recognition Dislike supervision Embrace change Status symbols Reluctant to commit Need clear goals and detail-oriented (title, money) Disloyal instructions Value personal interactions No job security expectations Need new experiences and training Sensitive to feedback Poor people skills and poor opportunities Susceptible to burnout and team players Seek constant feedback stress-related illness Want training and Loyal if satisfied at work development opportunities Seek employability instead of job Productivity security (loyal to their careers, not Techno-literate to employers) Seek work–life balance Team-oriented (“work to live”) Understand customer needs and Flexible work conditions wants Entrepreneurial Inexperienced Need for supervision/mentoring Strong sense of fairness and ethics Seek work–life balance Interest in workplace flexibility, relaxation and leisure activities, and volunteering possibilities careers. Like Generation X, they also seek flexibility in their teachers at the age of 50 years or more are seen as a source workplace and aspire to having work–life balance. for subject-matter knowledge and classroom management. For the first time in the history of modern labor, as Zemke These knowledge domains play a significant role in shaping et al. (2000) pointed out, many people from different genera- the school culture and also in teachers’ daily practices tions are working side-by-side and closely with people as (Geeraerts, Vanhoof, & Van den Bossche, 2018). young as their children and as old as their parents. An impor- Each generation brings something new and important to tant aspect of the problems experienced in today’s organiza- teaching and learning. That is why it is so important for tions, where three different age groups work together, is due school administrators to understand, respect, and address the to differences between the generations in their perceptions, generational differences in today’s schools. Administrators methods, practices, and communication (Keleş, 2011). The who adequately understand how to handle differences among most important factor in overcoming these problems is that their workforce leverage the strengths of all generations of managers should be aware of each generation’s characteris- teachers. This understanding can enable teachers and stu- tics and working methods. Managers can do more to improve dents to be successful in the classroom, build collaborative productivity, morale, and employee retention by understand- teams, and help others better prepare for future challenges ing every generation and conveying to employees what they (Hayes, 2013). When administrators cannot resolve discords need to accomplish (Kogan, 2001). between teachers from different generations, this leads to Considering the characteristics, work values, and working biases, dysfunctional relationships, and miscommunication, methods of each generation, generational differences among which as a result presents a significant impediment to teachers in schools influence the school culture (Paniale, achievement. Therefore, administrators who focus on their 2013). Teachers of different generations have different kinds human capital as the blueprint for success can help bridge the of knowledge. While younger teachers are mostly seen as a gap through knowledge of what makes their employees tick knowledge source for their information and communications (Lovely & Buffum, 2007). technology (ICT) skills and new teaching methods, older This study has the following research questions: 4 SAGE Open Research Question 1: What are school administrators’ In this study, SWOT analysis was used to investigate the perspectives on the strengths of teachers from the Baby perspectives of school administrators on teachers from dif- Boomer Generation, Generation Y, and Generation X at ferent generations (Baby Boomers, Generation X, and school? Generation Y) and to discover the strengths, weaknesses, Research Question 2: What are school administrators’ opportunities, and threats that different generations create in perspectives on the weaknesses of teachers from the Baby schools. Boomer Generation, Generation Y, and Generation X at school? Participants Research Question 3: What are school administrators’ perspectives on the opportunities of teachers from the The participants of this study consisted of 26 school admin- Baby Boomer Generation, Generation Y, and Generation istrators who work in the Dilovası district of Kocaeli prov- X at school? ince, Turkey (see Table 2). Research Question 4: What are school administrators’ The criteria used in determining the school administrators perspectives on the threats of teachers from the Baby were that they work as an administrator in schools from dif- Boomer Generation, Generation Y, and Generation X at ferent levels (kindergarten, primary school, elementary school? school, or high school) and to have different professional seniorities (years served). To provide diversity in terms of education level, professional seniority, and school type Method among the participants, the maximum variation sampling method was employed, which is one of the purposeful sam- Research Design pling techniques. With this method, a small sample is gener- ated, and the diversity of the participants is reflected at the This study was conducted as a qualitative research. Dey maximum level (Yıldırım & Şimşek, 2006). Table 2 details (1993) explained that qualitative research explains how peo- the varied characteristics of the school administrators who ple perceive and qualify the things around them. As this participated in the study. study aims to explore how administrators perceive different generations of teachers at their school, a phenomenological approach was used. Phenomenology is described as an Data Collection and Analysis approach to understand the hidden meanings and essences of In this study, the data were collected using a SWOT analysis an experience (Grbich, 2007). The research was conducted form which the participants were handed and asked to com- with a SWOT analysis technique. SWOT analysis was first plete. In the SWOT analysis form, the participants needed to revealed by Prof. Heinz Weihrich (1982) in his article, “The write the strengths, weaknesses, opportunities, and threats of TOWS matrix—A tool for situational analysis.” SWOT anal- three different generations (Baby Boomers, Generation X, ysis is a technique that is used to determine the strengths and and Generation Y) as they saw them in the school atmo- weaknesses of the technique, process, or situation and to sphere. Interviews were then held with the school adminis- determine the opportunities and threats arising from the trators. The interview questions were determined by the external environment for the organization (Gürlek, 2002). researchers based on the research questions. The following SWOT analysis is an analysis technique that allows the interview questions were asked to each of the school evaluation of the internal and external environment of the administrators: organization. SWOT analysis involves the analysis of orga- nizational and environmental factors with both positive and According to your experiences and observations, what are negative aspects. the strengths of teachers from the Baby Boomer SWOT is an acronym formed from the initials of the fol- Generation, Generation Y, and Generation X at your lowing words (Cebecioğlu, 2006): school? According to your experiences and observations, what are S Strength (identifying the strong/superior aspects of the the weaknesses of teachers from the Baby Boomer organization) Generation, Generation Y, and Generation X at your school? W Weaknesses (identifying weak aspects of the organization) According to your experiences and observations, what are the opportunities that teachers from the Baby Boomer O Opportunities (expressing the opportunities of the Generation, Generation Y, and Generation X at your organization) school create for the school? T Threats (expressing the threats and dangers that the According to your experiences and observations, what are organization faces). the threats that teachers from the Baby Boomer Generation, Polat et al. 5 Table 2. Demographic Characteristics of Participants. Pseudonym Management role School type Level of education Professional seniority Fatih Headmaster Primary school Bachelor’s degree 17 years Ali Headmaster Primary school Bachelor’s degree 11 years S ¸akir Headmaster Secondary school Bachelor’s degree 13 years Hasan Headmaster Primary school Bachelor’s degree 15 years Ahmet Headmaster Secondary school Bachelor’s degree 25 years Ilker Headmaster Primary school Bachelor’s degree 21 years Serhat Headmaster Secondary school Master’s degree 18 years Önder Headmaster Primary school Bachelor’s degree 19 years Cos ¸kun Headmaster Kindergarten Bachelor’s degree 16 years Halil Headmaster Primary school Bachelor’s degree 19 years Mehmet Headmaster Primary school Bachelor’s degree 22 years Ufuk Headmaster Secondary school Master’s degree 14 years Mert Headmaster Secondary school Bachelor’s degree 21 years Recep Headmaster High school Master’s degree 28 years Burak Headmaster High school Bachelor’s degree 15 years Savas ¸ Headmaster Primary school Bachelor’s degree 9 years Mustafa Deputy Headmaster Primary school Master’s degree 18 years Selçuk Deputy Headmaster Secondary school Bachelor’s degree 6 years Engin Deputy Headmaster Primary school Bachelor’s degree 8 years Sinan Deputy Headmaster High school Bachelor’s degree 11 years Ismail Deputy Headmaster Primary school Master’s degree 7 years Gökhan Deputy Headmaster High school Bachelor’s degree 16 years Fikret Deputy Headmaster Primary school Bachelor’s degree 10 years Emin Deputy Headmaster Secondary school Bachelor’s degree 13 years Levent Deputy Headmaster High school Master’s degree 15 years Cenk Deputy Headmaster Secondary school Bachelor’s degree 5 years Generation Y, and Generation X at your school pose for According to the school administrator, the strengths of the school? Baby Boomer generation teachers are that they are experi- enced, responsive, loyal, disciplined, pioneering, workahol- The collected data were then analyzed with descriptive ics, patient, productive, conciliatory, school culture analysis. The administrators’ perspectives of the different conveyers, predictive, model teachers, paternal, problem generations (Baby Boomers, Generation X, and Generation solvers, respectful, tidy, planned, adequate, aggregators, Y) were collated under subdimensions as strengths, weak- integrators, and easygoing. The school administrators see nesses, opportunities, and threats. teachers from the Baby Boomer generation as a source of Each of the participants was assigned a pseudonym such experience because they are the eldest generation working as Ali, Hasan, or Fatih. In the direct citations, the partici- in the current situation. Teachers of this generation act as pants’ pseudonyms are used to assure their anonymity. models and examples for the younger generations with the experience they have to offer as well as their predisposition toward responsibility, discipline, order, and planning. They Findings transfer their experiences to other teachers, take a lead in the As a result of the SWOT analysis, school administrators’ per- school, and assume the task of transferring the school cul- spectives on teachers from the Baby Boomer Generation, ture on to the next generation. Also, with their discipline, Generation X, and Generation Y were collated under subdi- ability to solve problems, and benignant behaviors, they cre- mensions of strengths, weaknesses, opportunities, and ate an integrated atmosphere in the school, which enables threats. them to work in harmony with other teachers. Some of the school administrators perspectives on the strengths of Baby Boomer generation teachers are as follows: Headmaster Administrators’ Perspectives on Strengths Fatih defined them as “experienced and powerful in prob- of Different Generations lem solving,” while Headmaster Ali stated that they are The school administrators’ perspectives on the strengths of “exemplary to other teachers and loyal to their duties.” In the different generations are presented in Table 3. addition, Deputy Headmaster Mustafa said that “with past 6 SAGE Open Table 3. Administrators’ Perspectives on Strengths of Different Generations. Generation Strengths Baby Boomer Experience, responsiveness, loyalty, discipline, pioneering, workaholism, patience, productivity, conciliation, school culture conveyance, predictiveness, being a model, paternalistic, problem solving, having respect, tidiness, planner, adequacy, aggregating, integrating, easygoing. Generation X Experience, dynamism, productivity, professionalism, beneficial to students, at the peak of their career, accomplishment in education and communication, fitness, understanding of students, bridge between two generations, determination, knowledgeable, efficiency, constructiveness, responsibility, being balanced, compatibility, collaboration, self-improvement, problem solving, self-confidence, mediation between generations, loyalty. Generation Y Harmony, energy, good and effective use of technology, openness to change, desire for continuous learning, desire for success, good and close relationships with students, up-to-date knowledge, fast work, being equipped, knowledgeable, excitement, good communication skills, dynamism, innovative, educationally innovative, rapid learner, practical, productivity. experiences, they help prevent inconveniences that may Headmaster Fikret said, “They are energetic, practical, eager arise before they occur.” to learn and able to use technology well.” The strengths of Generation X teachers are that they are experienced, dynamic, productive, professional, beneficial Administrators’ Perspectives on Weaknesses to students, at the peak of their career, accomplished in edu- of Different Generations cation and communication, fit, understanding of students, a The school administrators’ perspectives on the weaknesses bridge between two generations, determined, knowledge- of teachers from the different generations are presented in able, efficient, constructive, responsible, balanced, compati- Table 4. ble, collaborative, self-improving, problem solvers, The weaknesses of Baby Boomer generation teachers are self-confident, a mediator between the generations, and that they are technologically inadequate, physically inade- loyal. Some of the school administrators’ perspectives on the quate, nonprogressive, hypercritical, have a negative attitude strengths of Generation X teachers are as follows: Headmaster to technology, lack motivation, monotonous, arrogant, vane, Ahmet said that “They are at the peak of their career, suc- liable for burnout, hardliners, authoritarian, conservative, cessful in education and in dialogue with the parents of stu- biased, stubborn, prim and proper, closed to communication, dents,” and Headmaster İlker stated that “They are a bridge intolerant, and perfectionist. The school administrators stated between the old and the young generation.” that the teachers from this generation are hard shell and The strengths of Generation Y teachers are that they are against innovation, resulting in negative attitudes toward harmonious, energetic, use technology effectively, open to technology, and also that they exhibit technological inade- change, desire continuous learning, desire success, have quacies. Some of the school administrators’ perspectives on good and close relationships with their students, up-to-date the weaknesses of Baby Boomer generation teachers are as in their knowledge, the ability to work fast, equipped, follows: Headmaster Şakir mentioned that they “lack moti- knowledgeable, excited, have good communication skills, vation, and are anxious, incompatible, and arrogant,” while are dynamic, open to innovation, educationally innovative, Headmaster Hasan said that they are “hard shell, conserva- rapid learners, practical, and productive. The administrators tive, bored, and nonchalant.” Deputy Headmaster Selçuk described these teachers as energetic and good with technol- stated his thoughts as “hypercritical, not open to innovation, ogy due to their young age. As for their strengths, the admin- technology, or learning.” istrators stated that the noticeably small age gap between The weaknesses of the Generation X teachers are that these teachers and their students better enabled them to they are closed to learning, selfish, have a know-it-all ego, understand their students. Some of the school administra- are technologically inadequate, unable to keep up with other tors’ perspectives on the strengths of Generation Y teachers generations, criticize ruthlessly, stuck between, desire to get are as follows: Headmaster Ali said, “They use the technol- out of their generation, prim, unable to take risks, noncha- ogy well. They are open to change. They have a desire for lant, renewing themselves less, disloyal, constantly com- continuous learning.” Deputy Headmaster Gökhan men- plain, not responsible, slow down operations, get bored tioned that “They catch the innovation. They seek out more quickly, and are excessively authoritarian. Some of the opportunities with technology. They follow different prac- school administrators’ perspectives on the weaknesses of tices from around the world and are innovative in their stu- Generation X teachers are as follows: Headmaster Serhat dents’ education. They listen to their students, offer them said that “They have an ‘I have learned everything. I know concrete materials, and are student-centered,” while Deputy Polat et al. 7 Table 4. Administrators’ Perspectives on Weaknesses of Different Generations. Generation Weaknesses Baby Boomer Technological inadequacy, physical inadequacy, nonprogressive, hypercriticality, negative attitude to technology, lack of motivation, monotony, arrogance, vanity, burnout, hardline, authoritarian, conservative, bias, stubbornness, primness, uncommunicative, intolerant, perfectionist. Generation X Closed to learning, selfishness, know-it-all egoism, technological inadequacy, inability to keep up with other generations, ruthless criticism, stuck between, desire to get out of their generation, primness, risk aversion, nonchalance, limited self-renewal, disloyalty, constantly complaining, responsibility aversion, slowing down of operation, getting bored quickly, excessive authoritarianism. Generation Y Lack of experience, adaptation difficulties, uncommunicativeness, taking part in conflict groups, lack of sense of belonging, questioning, abandonment, lack of formalism, weak sense of responsibility, rebelliousness, discomfort, dissatisfaction, hypercriticality, sudden decisiveness, ignoring legislation, hindering paperwork, difficulties in student control, selfishness, excessive self-esteem, unilateral view of events, weakness in classroom management, weakness in human relations, frailness, vulnerability, lack of work discipline, neglecting work, boredom, low social relations. the best’ attitude,” while Headmaster Önder has expressed administrators’ perspectives on the opportunities offered by their weaknesses as their “desire to get out of their own Baby Boomer generation teachers for the school are as fol- generation.” lows: Headmaster Hasan said, “Their experiences can be When we look at the weaknesses of the Generation Y used to resolve conflicts in human relations. They can be teachers, their lack of experience emerges as the most empha- effective in transferring traditional values.” In addition, sized feature as they are teachers at the beginning of their Deputy Headmaster Engin said, “They play an active role in careers. In addition to their lack of experience, other weak- communication with students’ parents. They teach young nesses of this generation are that they find it difficult to people to stay calm under difficulties.” adapt, are lacking in communication, take part in conflict The administrators mentioned the features of Generation groups, lack a sense of belonging, question everything, feel X teachers that can create opportunities for the school as abandoned, have a lack of formalism, a weak sense of their transference of experience, fulfilling their duties, taking responsibility, are rebellious, feel discomforted, dissatisfied, responsibility, being an example to young teachers, working hypercritical, make sudden decisions, ignore legislation, hin- harmoniously, as a bridge between the generations, guiding der paperwork, experience difficulties in student control, are younger teachers, creating intergenerational balance, prob- selfish, have excessive self-esteem, a unilateral view of lem solving, a desire for success, their assertiveness, practi- events, are weak in classroom management, weak in human cality, and that they are good communicators with the relations, frail, vulnerable, lack work discipline, neglect parents. As they are the middle of the three generations work, become bored, and have low social relations. In addi- working in current business life, Generation X teachers are tion to Headmasters Mert, Recep, Fatih, and İlker, who men- seen as the bridge between the Baby Boomers and Generation tioned about the lack of experience of Generation Y teachers, Y in the school. Some of the school administrators’ perspec- Deputy Headmaster Fikret stated his perspective on the tives on the beneficial aspects for the school of Generation X weaknesses of this generation as “They want everything to teachers are as follows: Deputy Headmaster Mustafa said be immediate and appreciated. They are impatient and have that “They act as an intergenerational bridge,” while trouble with hierarchy,” while Deputy Headmaster İsmail Headmaster Coşkun said, “They bring younger and older said, “They are selfish, extremely self-confident and they generations together,” and Headmaster Halil mentioned that think they do not make mistakes.” “Their presence is important for intergenerational communi- cation. They keep the balance.” It can be said that from the school administrators’ point of Administrators’ Perspectives on Opportunities of view on the opportunities that Generation Y teachers offer Different Generations schools, their strengths in fact present opportunities. Generation Y teachers afford opportunities to schools The school administrators’ perspectives on the opportunities through the provision of new instructional programs, better offered by the different generations are presented in Table 5. communication with students, discipline of schools, produc- The opportunities offered by Baby Boomer generation tivity through ideas and projects, keeping students up to date, teachers are that they can contribute to schools through crisis analyzing students well, providing innovative learning, reha- management, transferring experience, the creation of out- bilitating schools, establishing educational opportunities, sourcing, modeling for young teachers, leadership, guidance supporting technology in schools, actively taking part in in problem solving, transferring school culture, and being an projects, collaborating, participating in activities, increasing example in taking lessons from the past. Some of the school 8 SAGE Open Table 5. Administrators’ Perspectives on Opportunities of Different Generations. Generation Opportunities Baby Boomer Crisis management, transfer of experience, the creation of outsourcing, role modeling for young teachers, leadership, guidance in problem solving, school culture conveyance, learning from the past. Generation X Experience transference, fulfillment of duties, responsibility, role modeling for young teachers, harmony of work, bridge between generations, guidance to young teachers, creating intergenerational balance, problem solving, desire for success, assertiveness, practicality, good communication with parents. Generation Y Providing new instructional programs, better communication with students, discipline of schools, productivity of ideas and projects, keeping students up to date, student analyzation, provision of innovative learning, rehabilitation of schools, establishment of educational opportunities, support of technology in schools, active participation in projects, collaboration, participation in activities, contribution to students’ commitment to school, problem solving for students, facilitation of family participation, social activity planning, contribution to creating school culture. students’ commitment to the school, solving students’ prob- a bad example due to their own dissatisfaction, desire to be a lems, facilitating family participation, planning social activi- determinant in school, infidelity, desire to do everything, and ties, and contributing to the creation of school culture. Some their seeking out of inadequacies. Besides contributing to the of the school administrators’ perspectives on the opportuni- school, Generation X teachers being situated “between” Baby ties that Generation Y teachers offered schools are as fol- Boomer generation and Generation Y can create negative sit- lows: Headmaster Coşkun spoke of their contributions as uations according to the school administrators. Some of the “They keep the school up to date,” while Deputy Headmaster school administrators’ perspectives on the threats that Emin said, “They can increase the design and use of current Generation X teachers pose to schools are as follows: education methods and materials.” In addition, Headmaster Headmaster Ufuk expressed their “being in intergenerational Burak mentioned their positive relations with students, conflict,” Headmaster Serhat mentioned them being “torn “Since their age is close to that of the students, they can ana- between generations,” while Headmaster Önder used the term lyze them better,” and Deputy Headmaster Levent said, “torn between old and new,” and Headmaster Mert said they “They can know students better and solve problems better.” are known for “criticizing the previous and next generation.” From the school administrators’ point of view, Generation Y teachers also possess certain features that can create nega- Administrators’ Perspectives on Threats of tive and threatening situations for school. These features are Different Generations problems related to their inexperience, intergenerational con- flict, problems with relativity, poor communicators with stu- The school administrators’ perspectives on the threats to dents and parents, disrupting the institutional harmony, their schools of the different generations are presented in Table 6. lack of potential, they get bored quickly, make system work- For the threats toward schools of the Baby Boomer gen- ing difficult, harm the school culture, criticizing the estab- eration teachers, the school administrators mentioned the lished order, lack an authority gap with students, are in negative and harmful effects that teachers in this generation conflict with values, and subvert the school order. According can create in school. In addition, they are considered as a to the school administrators, the fact that these teachers are source for generational conflict, undisciplined, unable to still at the beginning of their profession can reflect negativi- take risks, disobedient, exaggerate their age and its signifi- ties in the school system and school culture. Some of the cance, being against innovation, inefficient, create a negative school administrators’ perspectives on the threats that culture, are a negative example, discourage the younger gen- Generation Y teachers present to the school are as follows: erations, and they slow down the work. On the school admin- Headmaster Önder expressed an opinion that “They make istrators’ perspectives as to the threats that Baby Boomer the order and the operation of the system difficult,” while generation teachers can present to harm the school, Deputy Deputy Headmaster Cenk said that “Because their classroom Headmaster Sinan stated that “Their opposing to new devel- management is weak, there can be problems in the school opments can have a negative impact on the development of discipline.” Their inadequacies in communication can be the school.” seen in statements such as by Headmaster İlker, who stated The threats that Generation X teachers may introduce to that “They may have trouble in terms of dialogue with the create negative situations for schools are their criticism of administration and students,” and Headmaster Savaş said, other generations, intergenerational conflict, feeling torn “There can be problems with their communications with between the two other working generations, their desire to be parents.” continuously appreciated, lack of innovation, obstinance, set Polat et al. 9 Table 6. Administrators’ Perspectives on Threats of Different Generations. Generation Threats Baby Boomer Source for generational conflict, indiscipline, inability to take risks, disobedience, exaggeration of age, innovation aversion, inefficiency, negative culture creation, a negative example, discouragement of younger generations, slowing down work. Generation X Criticism of other generations, intergenerational conflict, torn between, desire to be continuously appreciated, innovation aversion, obstinacy, bad example due to dissatisfaction, desire to be a determinant in school, infidelity, desire to do everything, seeks inadequacies. Generation Y Problems related to inexperience, intergenerational conflict, problem of relativity, poor communication with students and parents, disruption of institutional harmony, lack of potential, getting bored quickly, making system working difficult, harming school culture, criticism of order, authority gap with students, conflicts about values, subversion of school order. Discussion and Conclusion Administrators’ Perspectives on Teachers From Generation X The perspectives of school administrators on teachers from dif- ferent generations working in their schools are discussed under As to the strengths of Generation X teachers, the school three groups: “Administrators’ Perspectives on Teachers from administrators mentioned that they are considered to be the Baby Boomer Generation,” “Administrators’ Perspectives experienced, dynamic, and professional. Teachers in this on Teachers from Generation X,” and “Administrators’ group are thought of as knowledgeable, productive, and at Perspectives on Teachers from Generation X.” the peak of their career based on their age and profession. Generation X teachers are known to be determined, respon- sive, collaborative, loyal, and problem solvers, according to Administrators’ Perspectives on Teachers From the school administrators, which are powerful features that the Baby Boomer Generation can be positive for schools. As the Baby Boomer teachers are now the eldest generation When looking at the weaknesses of Generation X teach- working in state schools in Turkey, school administrators see ers, their positioning as “in-between the generations” was members of this group as a source of experience, and as an emphasized by the school administrators. As pointed out by example to colleagues from other generations and to school Crumpacker and Crumpacker (2007), Generation X is skep- culture. The school administrators consider that this genera- tical about the workplace, and unlike the Baby Boomers, tion are workaholics and have a responsibility but that they they are considered unfaithful to their place of work. These resist change. These opinions overlap with the research of attitudes are also indicated by the school administrators. Gursoy et al. (2008). The views of the school administrators Moreover, it is seen as selfish and pseud by school adminis- in the current study, as well as Gibson, Greenwood, and trators that this generation is individualistic and focused on Murphy (2009), indicate that the weaknesses of this genera- their own career rather than the organization they work for tion are negative attitudes toward technology, as well as (Sayers, 2007). being conservative and perfectionist. The prominent feature of Generation X in the subtheme of With regard to the opportunities that Baby Boomer opportunities is that they act in school as a bridge between teachers can create within a school, the administrators the other generations (Baby Boomers and Generation Y). stated they are an example to the young, transferring their Administrators think that Generation X teachers guide experience, and attracting out-of-school funding. The Baby younger teachers and provide a degree of intergenerational Boomer generation can benefit the school through their balance within the school through their experience. The self- experience, and at the same time, the school administrators confidence of this generation (Gursoy et al., 2008; Murphy, also identified ways in which they can be seen as a threat to Gibson, & Greenwood, 2010) makes them assertive, practi- the school. According to the administrators, this eldest gen- cal, and seek to achieve success in their work. According to eration of today’s teachers exaggerates their ages and can the school administrators, they are the bridge between the ruin discipline within the school, disobey the administra- two generations. tion, and prevent innovation in the school. This negative Generation X teachers can sometimes create negative sit- example is seen by other employees and may therefore cre- uations for the school. They may find themselves in genera- ate a negative environment for younger generations in the tional conflict due to their being stuck between their peers school. from the younger and older generations, and this leads to 10 SAGE Open feelings of in-betweenness. As stated by Gursoy et al. (2008) skepticism of institutional loyalty (Chen & Choi, 2008). in their research, and by the school administrators who par- Teachers in this generation face problems such as communi- ticipated in the current research, people from Generation X cation with students and parents due to their inexperience, want immediate and constant praise for what they do. lack of authority over the students, and their inability to apply their potential effectively. Administrators’ Perspectives on Teachers From Implications Generation Y In today’s workplace, administrators in schools are faced Many of the school administrators emphasized the effective with dealing with generational diversity among their staff. use of technology as well as the familiarity of technology, Currently, there are teachers from three different generations often referred to as the strength of Generation Y and the most working in many schools, those being from the Baby Boomer important feature of this generation in the field (Gursoy generation, from Generation X, and from Generation Y. This et al., 2008; Keleş, 2011; Sharma, 2012; Spiro, 2006). study revealed that there are important differences among Because of being the youngest generation in the workplace, these generations. Therefore, it would be beneficial for and for being energetic, dynamic, and open-minded, school administrators as managers to take these differences Generation Y teachers have good communication skills and into consideration to create an effective school atmosphere. are good team players in the eyes of school administrators School administrators should be aware of the generational (Gursoy et al., 2008; Murphy et al., 2010). Other features of diversity within their school personnel and look carefully this generation that can be positive for schools are the teach- toward generational awareness. If they fail to deal with gen- ers having up-to-date information, as well as being consid- erational differences, there may be misunderstandings and ered practical, productive, and quick learners. miscommunication between them and the teachers, or among Under the subtheme of weaknesses of this generation, the teachers from different generations. When school administra- school administrators stated that these teachers are inexperi- tors better understand the generational similarities and differ- enced by their age. However, in addition, they lack working ences of their personnel and manage them accordingly, it may discipline, neglect their work, have a disregard for legisla- lead to increased productivity, improved collegiality, and tion, and lack a sense of responsibility and ownership. These eventually, greater success and better student achievement. stated features match with those identified by the research of As all generations have their own attributes of strength, it Gursoy et al. (2008) such as this generation questions every is considered advisable to ensure there is a mix of genera- rule, they prefer not to stay within the strict limits of their job tions on institutional committees or educational work groups. description, and they challenge the workplace rules includ- In this way, together they can create a wider perspective with ing uniform requirements, the flexibility of a standard work- different opinions sourced from the different generations. ing day, and the worker–supervisor relationship. Unlike When administrators provide clear organizational vision for other generations, those from Generation Y tend to question all generations in their employ, they can increase perfor- authority (Chen & Choi, 2008). Also, according to the school mance. Also, providing mentoring, including reverse men- administrators in the current study, the teachers in this gen- toring, to all generations is an effective way to bridge any eration are impatient, fragile, vulnerable, rebellious, and gaps between teachers of different generations. Administrators selfish. can assign different generations to work together to tackle The feature most emphasized by school administrators for generational prejudice, which can facilitate intergenerational this generation is that they can apply new curricula at school learning among teachers. As examples, Baby Boomers can and support the technological direction of the school because transfer their experience with classroom management or how of their ability to use technology well and effectively. They to deal with students’ problems onto their Generation Y col- are considered to be active collaborators and team players leagues, while Generation Y can help Baby Boomers in using (Sharma, 2012), and become actively involved in the plan- today’s technology in the classroom more effectively. ning of social activities within the school and in the produc- Another way to bridge gaps and communication between tion and implementation of projects. Due to the limited age Baby Boomers and Generation Y can be utilizing Generation gap between Generation Y teachers and their students, they X in the process. As Generation X has certain characteristics are able to analyze the students well, help them solve prob- similar to both their predecessor and successor generations, lems, and increase their loyalty to the school. The school teachers from Generation X can help create a better under- administrators also stated that these features are also useful standing between the older and younger generations. in disciplining the school. If the administrators accept the generational differences As to the subtheme of threats, criticizing the school order of teachers at schools, and use them effectively as leverage and making school regulation difficult are the main reasons for the effective application of technology, communication, seen by school administrators for Generation Y teachers cre- mentoring and motivation, and to bridge the generational ating problems within the school. This is due to their Polat et al. 11 gaps, they can positively influence their teaching staff and Cebecioğlu, C. (2006). SWOT Analizi ve Bir İşletme Üzerine Uygulama (Master’s thesis). Gebze Yüksek Teknoloji manage the school in a more coherent way. Enstitüsü Sosyal Bilimler Enstitüsü, Gebze, Turkey. Çetin Aydın, G., & Başol, O. 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His research interests are organizational image, organi- Centre for the Development of Vocational Training (Ed.), zational trust, intercultural training, intergenerational learning and Working and ageing: The benefits of investing in an ageing diversity management. workforce (pp. 280-307). Luxembourg City, Luxembourg: European Union. Çağlar Çelik is an English teacher. He had his master’s degree on Sayers, R. (2007). The right staff from X to Y. Library Management, lifelong learning and adult education. 28, 474-487. Sharma, L. (2012). Generation Y at workplace. Human Resource Yıldız Okçu is a kindergarten teacher. She is having her master’s Management, 5, 74-78. degree on lifelong learning and adult education.

Journal

SAGE Open – SAGE

Published: Jul 2, 2019

Keywords: generational differences; school principal; teacher; SWOT analysis

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