The Lived Experience of Wisconsin Generation Z Teachers Remaining in the Classroom Beyond Their Third Year of Teaching

Teacher retention is an increased concern across Wisconsin. Teacher retention rates are at “67 percent in the first five years” (Kammerud et al., 2023, p. 25) in Wisconsin. Our current workforce spans five generations, and early career teachers are the newest generation to the workforce, Generation Z. They are at a higher risk of leaving the profession (Carver et al., 2017; Hamidu, 2023; Hanover Research, 2022; Sims, 2020). School systems struggle having enough available staff with experience to stabilize the educational environment and mentor new teachers (Hamidu, 2023). The purpose of this phenomenological study was to understand Generation Z early career teachers that intend to return to the classroom experiences of successes, challenges or stresses faced in the classroom. This study can build understanding of how educational systems can adjust strategies to retain early career teachers. The study was conducted through individual semi-structured virtual interviews. One research question and two sub-questions were central to this study: How do Generation Z teachers choosing to remain in the classroom describe their experience? a) What prevalent factors influenced Generation Z teacher retention beyond the first three to five years? b) How do Generation Z teachers describe how they thrive in the classroom in experiences that are stressful or challenging? Results from the study identified that strong mentorship programs and supportive colleagues are central to ensuring early career success for Generation Z teachers. A collaborative culture leads to Generation Z teachers feeling valued, included and supported. The students are the reason that the Generation Z teachers continue to return to the classroom. Findings of this study were compared to the literature to identify areas of confluence and differences with implications for practice and further research suggestions outlined. The findings of this study sought to guide school districts to design mentorship programs for early career teachers and to create a culture that incorporates collaboration.