From Loyalty to Flexibility: Differences in Work-Life Balance Perceptions among Generation X and Generation Z Teachers

This study aims to explore how Generation X and Generation Z teachers perceive work-life balance within the context of their professional roles. A qualitative approach with an interpretative phenomenological design was employed to gain an in-depth understanding of participants’ subjective experiences. The participants consisted of two teachers representing Generation X and Generation Z, selected through purposive sampling. Data were collected using semi-structured in-depth interviews and analyzed through thematic analysis following the procedures proposed by Braun & Clarke (2006). The findings reveal five main themes: work-related challenges, social experiences in the workplace, intergenerational perceptions, factors influencing work-life balance, and work orientation. The results indicate that Generation X teachers tend to perceive work-life balance through social support, job stability, and a sense of calling in their profession. In contrast, Generation Z teachers emphasize flexibility, personal boundaries, and financial aspects as key factors in achieving balance between work and personal life. These differences reflect distinct generational value constructions in interpreting work and life. This study contributes to the literature on work-life balance by highlighting generational differences in the teaching profession. The findings also provide practical implications for educational institutions to develop more adaptive work policies that accommodate diverse generational needs.