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Harmonizing the Gaps: Exploring the Lived Experiences of School Heads Handling Generational Cohort Educators

Year: 2025
Type: article
Abstract: This study explored the different lived experiences of school heads towards handling generational cohort educators and provided insights into the best practices and strategies that can enhance leadership effectiveness and promote a positive and inclusive environment in the school community through bridging and harmonizing the gaps. This study utilized a phenomenological approach where 22 School Heads divided into two groups of fifteen (15) undertaking the Key Informant Interview (KII) and seven (7) under the Focus Group Discussion. The participants were coming from the Department of Education, Division of Digos City, Davao del Sur, Philippines. Data were collected through a semi-structured interview knowing the lived experiences and insights of the respondents. After interpreting the data through Thematic Coding Analysis, it revealed that handling generational gaps requires school heads to understand the needs of every generational cohort for independence and autonomy. Age gaps lead to generational groupings and resistance to change, respecting each generational cohort's traditional values, and offer support in adopting new technologies must be ensured. Thus, school heads must implement targeted strategies that recognize and leverage the unique strengths and needs of each generation such as professional development programs tailored to varying levels of technological comfort, fostering open communication, and encouraging collaboration. By acting as mediators in building an inclusive culture, school heads turn generational differences into strengths. Overall, the findings of the study provided a viewpoint harmonizing the gaps of generational cohort of educators which may create a dynamic, adaptive, and cohesive educational environments for all generational cohorts.
DOI: 10.17613/cbwjt-tjh94
Authors: Barnes, Jayson E., Barniso, Jocelyn J., De Guzman, Abdul G., Bauyot, Marleonie M.
Language: English
Open Access status: green
OpenAlex ID: W6887748198
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