Exploring the Perception of Characteristics between MZ Generation and Established Generation Kindergarten Teachers

Abstract

Objectives The purposes of this study were to explore the perceptions of MZ Generation and established generation teachers towards each other, focusing on their experiences and thoughts from their own perspectives in early childhood education institutions. Methods To achieve this, six teachers belonging to the MZ Generation born between 1990 and 1997 and currently working at A and B public kindergartens located in Seoul, and five teachers belonging to the established Generation born between 1965 and 1980 were selected as research participants. Data collection was conducted through interviews from June to July 2023, and qualitative analysis was performed. Results Upon examining the research results, first, the established generation teachers perceived MZ generation teachers as having the following characteristics: working until the exact hour, valuing fairness and having a clear sense of responsibility, prioritizing autonomy and efficiency, thinking digitally, and self-motivated to explore and try new things. Second, MZ generation teachers perceived the established generation teachers as having the following characteristics: having a passive tendency to follow the instructions of supervisors, thinking that experience is equivalent to ability, and valuing relationships and communication. Conclusions This study suggests significance as it aims to understand the characteristics of teachers from different generations in early childhood education institutions to address intergenerational conflicts in the teaching culture and provide basic data for communication and collaboration.