The experiences of combined school principals in managing Y-generation teachers in schools in Umzinyashana Circuit in Kwazulu Natal

Abstract

This qualitative research study establishes the experiences of combined school principals in managing Y-generation teachers in Umzinyashana Circuit in KwaZulu Natal, South Africa. With the emergence of the Y-generation as a significant cohort within the teaching profession, it is essential to understand how school principals navigate the unique characteristics, aspirations and challenges presented by these young educators. A combined school is a school that is approved and established by a member of the executive council where it is not practicable to have a separate primary and secondary school. This means that it is a school that starts from Grade R to Grade 12 (South African Schools Act 84 of 1996: Regulation relating to minimum uniform norms and standards for public school infrastructure). The study adopted a multiple case study research method and interpretivist paradigm. Herzberg’s Two-factor theory was employed as the theoretical framework. Data was collected through semi-structured interviews and document analysis. Semi-structured interviews were conducted with a purposively selected sample of four principals and four Y-generation teachers from different schools in Umzinyashana Circuit. Thematic analysis was employed to identify recurring patterns, themes, and insights from the interview data. Findings indicate that the combined school principals benefit from their experiences with Y-generation teachers and also encounter challenges in managing them. Benefits include their technological proficiency which benefits the school in many ways such as knowing the place of technology in education, researching more information to help students and data capturing in schools. However, challenges arise from potential clashes with more traditional teaching practices, job hopping, differences in work-life balance expectations, boasting, late submission of work, negative attitude, and absenteeism. This research contributes to the limited existing literature on the experiences of combined school principals in managing Y-generation teachers in the South African context. By exploring the experiences of combined school principals in Umzinyashana Circuit, this research offered valuable insights into the best practices for fostering a harmonious and productive work environment between principals and Y-generation teachers.