The future of the teaching profession in Aotearoa New Zealand: Attracting, engaging and retaining Gen Z teachers was commissioned by Independent Schools New Zealand (ISNZ) in May.
The report was published by market researchers McCrindle, who have been studying the Gen Z cohort, at present aged 15-29, for more than a decade.
The qualitative study is built on focus group interviews with Gen Z teachers, as well as school leaders, to generate a deeper understanding of this generation of teachers, in the face of the teacher shortage presently plaguing the sector.
Gen Z currently represents 25 per cent of New Zealand’s workforce, and as the report states, “they are not merely an up-and-coming generation; they are already here in force”.
The research characterises Gen Z as being more individualistic in their view of the teaching profession and the role of a teacher, and more likely to seek personalised work arrangements that align with their lifestyle preferences.
Diana Patchett, executive principal of St Margaret’s College in Christchurch, was interviewed as part of the research.
She points out the challenges arising for school leaders when trying to manage individualised work arrangements.
“I have to be careful not to have too many part-timers because it can erode culture and make it tricky to schedule professional development and parent-teacher interviews,” she says.
Because of this tension, the report warns teaching has become less appealing to Gen Z, which could exacerbate the supply shortage in the future.
Researchers also found Gen Z teachers admitted to feeling unprepared for the reality of a classroom and, in line with recent ERO research, feel their time at university insufficiently prepared them for the job.
“Young teachers would prefer an apprenticeship style of teacher training, providing them with the practical skills and experience needed,” the ISNZ report says.
Gen Z teachers also admitted to feeling overwhelmed by the amount of administrative work that comes with the profession – which often overflows into a teacher’s weeknights and weekends.
“While a demanding workload and working overtime has always been part of the teaching profession, the amount of administrative work and expectations on teachers has increased over time,” the report reveals.
Schools have already been adapting to Gen Z teachers and leaders through a number of strategies, such as allowing flexibility where possible, and exploring the possibility of work from home arrangements or four-day work weeks.
Wellbeing initiatives, through workplace support, counselling and access to a psychologist have also been key strategies.
"The demands of the modern classroom, coupled with administrative burdens and societal expectations, place an increasing strain on educators,” Guy Pascoe, chief executive of ISNZ, says in the report.
“Without targeted interventions and support structures, we risk losing a significant portion of our teaching workforce to attrition, exacerbating the prevailing teacher shortage.”
