Why Gen-Z Is Choosing the Classroom: Motivations of Beginning Teachers

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Moments That Matter: Teacher Identities Across Generations

Abstract

Staffing shortages remain a challenge in American schools as Generation Z enters the workforce. To better understand what drives Gen-Z individuals to enter and remain in teaching, we conducted a study to examine whether cost, benefit, utility, attainment, and social utility values influenced these teachers’ intentions to stay in teaching, transition within education, leave the field, or remain undecided. Our survey was completed by 2,073 Gen-Z teachers across the United States. Our findings revealed that lower costs and higher utility were significant predictors of teachers’ intentions to remain in the classroom versus being unsure. These insights can inform strategies to better support and retain Gen-Z educators — particularly those who are uncertain about continuing in the profession.

Authors

• Gabriella Macri, Montclair State University

• Rebecca Myers, Montclair State University

• Helenrose Fives, Montclair State University

• Nicole Barnes, American Psychological Association