Generational Diversity among Teachers in the Workplace: Implications for Teacher Relationships, Identity and Development

Ruiz Mónica Vallejo (), González Mª Begoña Alfageme (), Cano José Miguel Niezto (), Soto Ana Torres (), Pruaño Antonio Portela () and Hernández Mª Luisa García ()
Additional contact information
Ruiz Mónica Vallejo: University of Murcia Faculty of Education, Murcia, Spain
González Mª Begoña Alfageme: University of Murcia Faculty of Education, Murcia, Spain
Cano José Miguel Niezto: University of Murcia Faculty of Education, Murcia, Spain
Soto Ana Torres: University of Murcia Faculty of Education, Murcia, Spain
Pruaño Antonio Portela: University of Murcia Faculty of Education, Murcia, Spain
Hernández Mª Luisa García: University of Murcia Faculty of Education, Murcia, Spain

Journal of Intercultural Management, 2021, vol. 13, issue 2, 59-80

Abstract: Objective: This contribution aims to introduce a conceptual framework on generational diversity of teachers in order to analyze and understand its influence on the processes and results of professional interaction in schools. Methodology: In this conceptual piece, first, the relevance of generational diversity among teachers in their workplace is examined and justified, emphasizing the increasing aging of teaching staff. Next, generational diversity is explored by analyzing the concept of generation and the attributes used to distinguishing generations (particularly, age). Furthermore, evidence is considered regarding the impact on the construction of teacher relationships, paying particular attention to the context of collaborative relationships between teachers belonging to different generations and its effects on teacher learning and identity. Findings: Conclusions are drawn as to the potentialities of intergenerational learning. Value added: Despite representing a clear challenge for the educational organizations, generational diversity and intergenerational collaboration among teachers and school leaders have been scarcely studied so far. Recommendations: Conclusions are drawn as to the potentialities of intergenerational learning and implications for professional induction and collegial professional development are presented as well.

Keywords: Teachers; generations; teacher diversity; teacher collaboration; teacher professional development (search for similar items in EconPapers)
JEL-codes: I21 I24 I28 J26 J71 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://doi.org/10.2478/joim-2021-0061 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:vrs:joinma:v:13:y:2021:i:2:p:59-80:n:5

DOI: 10.2478/joim-2021-0061

Access Statistics for this article

Journal of Intercultural Management is currently edited by Łukasz Sułkowski

More articles in Journal of Intercultural Management from Sciendo
Bibliographic data for series maintained by Peter Golla ().