Understanding How Millennial Teachers Make Sense Of Educational Leadership Exhibited By Administration

"The purpose of this research study is to understand how millennial teachers, through personal, shared experiences, make sense of administrative leadership in an educational setting. By 2022, millennials will compose nearly half of the global workforce (Brack & Kelly, 2012). As a result, educational leaders need to understand the leadership style preferences of this new generation of teachers in order to provide the appropriate support and ensure high performance in an educational community. This research is the result of a focus on two areas: the leadership style preferences of millennials and the characteristics of the millennial workforce. Based on current leadership research and identified characteristics of millennial workers, this study was intended to understand the perceptions of leadership and the leadership style preferences of millennial teachers at an international, U.S.-style K-12 school in Colombia, South America. Using an interpretive phenomenology analysis (IPA), three themes emerged that included: (a) breaking down barriers between teachers and leaders; (b) gaining confidence through reassurance; and (c) seeing behind the curtain. These themes led to three findings that included: (a) positive, personal relationships between millennial teachers and educational leaders resulted in teachers having personal and professional satisfaction, (b) millennial teachers feel valued as an individual when they are recognized and appreciated by their leaders, and (c) millennial teachers want leaders who exhibit transparency and trust, and have clear expectations and direction to meet institutional goals. These findings lead to recommendations for practice for leaders working with millennials"--Author's abstract.