Between Generations. Organizational Culture in Polish Primary Schools in the Context of Generational Diversity Management – A Case Study

Abstract Objective To explore how generational diversity influences the organizational culture of Polish primary schools. Methodology A qualitative case study based on semi -structured interviews with six educators representing four generational cohorts. Findings The study demonstrates that generational affiliation significantly shapes how teachers perceive and co -construct a school’s organizational culture, resulting in distinct value systems, work styles, and expectations regarding leadership and change. These differences manifest as “invisible boundaries” and generational tensions within teaching teams, particularly in the absence of formal mechanisms for intergenerational integration. However, when generational diversity is managed effectively – through intergenerational mentoring and inclusive leadership, for example – these differences can be transformed into a source of innovation and strengthened school community. Value Added The study reveals how generational differences can be managed to support school development and organizational learning. Recommendations To effectively address generational diversity in Polish primary schools, it is crucial to implement strategies fostering dialogue and collaboration across age groups. School leaders should develop intergenerational mentoring programs where experienced educators share institutional knowledge while younger staff contribute digital skills and innovative pedagogies. Training in generational intelligence and diversity management for principals will strengthen their capacity to mediate between varying work styles and expectations. Institutions should establish transparent procedures for task assignment, promotions, and participation in innovation projects to avoid perceptions of favoritism. Moreover, integrating participatory leadership practices – such as strategic councils involving representatives from all generations – can enhance trust and engagement. Policymakers are encouraged to design systemic support tools for onboarding Generation Z teachers and sustaining Millennial engagement. Finally, fostering a culture of open communication and mutual respect will transform generational differences from a source of tension into a driver of organizational learning and school development.