The purpose of this paper is to describe how teachers’ generational interpretative frameworks influence their career experiences and to demonstrate how these generational differences impact the power of professional capital to improve teaching and learning.
The paper utilizes data from a multi-year, mixed methods study of mid-career teachers in Massachusetts. Data in this paper come from semi-structured interviews with 12 Generation X teachers (born 1961-1980).
Generation X teachers have a unique self-image, self-esteem, task perception, job motivation, and future perspective that form their generational interpretative framework. This framework is different from that of the prior generation.
These generational differences have implications for how Generation X teachers view professionalism and autonomy and how they see their careers over time. Drawing upon Hargreaves and Fullan’s (2012) suggestions for school leaders, three implications are highlighted. First, a model of professional capital that incorporates teachers’ generational differences must be aware of how teachers view their work before engaging in changing it. This implication ties directly into the second, which is that leaders must know their teachers and understand the culture in which they work. Together, these two implications suggest that implementing a model of professional capital is not enough; it must begin with deliberate thought as to who the teachers are who are being asked to change. Finally, to secure leadership stability and sustainability, leaders must respect generational differences that influence teachers’ desires to move, or not move, into formal leadership roles.
