A Study on the Experiences of MZ Generation Childcare Teachers Working with Authentic Leadership Directors

To provide stable and high-quality childcare, collaboration between the center director and teachers is essential. However, conflicts have been reported in childcare settings as teachers from the MZ generation—who possess distinct cultural characteristics—enter the workforce and interact with older generations. In response to this issue, this study proposes authentic leadership, which is grounded in sincerity and integrity, as an effective leadership model for center directors. The study explores the experiences of MZ generation teachers working under directors who demonstrate authentic leadership. Using semi-structured interview questions and participant observation in childcare settings, the study found the following: First, teachers perceived authentic leadership directors as operating with responsibility, respect, empathy, and open communication. This fostered mutual trust and respect, and teachers developed collaborative relationships with directors based on shared goals centered on the young children. Second, under authentic leadership, teachers experienced psychological comfort, enhanced professional competence, and the confidence to carry out educational practices in line with their beliefs. This study concludes that authentic leadership is effective in building cooperative relationships with MZ generation teachers, who value respect and communication, and that it can foster a new organizational culture with teachers who actively engage in problem-solving. These findings suggest that collaboration between authentic leadership directors and MZ generation teachers can contribute to stable childcare and improved quality of care.