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Gen Z, those born between 1997 and 2012, are often criticised for a perceived lack of professionalism and an inability to adapt to the demands of traditional workplaces (Knight, 2024). Department for Education data for England indicate that Gen Z constitute approximately half the students on Primary and Secondary teacher training courses (DfE, 2025). With Müller and Cook’s (2024) working paper inviting critical engagement on the concept of professionalism within teaching, it is timely to consider the challenges and opportunities presented by working with this demographic.

As teacher educators, we have been reflecting on two key questions: do Gen Z student teachers have a different interpretation of professionalism and, if so, could this present an opportunity to rethink what professionalism means in teaching?

Professionalism in context

Sachs (2001) identifies two competing models of professionalism: managerial professionalism, focused on accountability and hierarchy, and democratic professionalism, emphasising collaboration and agency. It is worth considering if these models are interpreted differently by teachers from generational positions.

A qualitative study of more than 100 teachers in Spain (Pruaño et al., 2025) provides evidence of a potential generational shift older teachers described professional dispositions by referring more to resilience and discipline, while younger teachers highlighted adaptability and inclusivity. Such evidence resonates with Sachs’ (2001) competing models, suggesting that Gen Z professionals may prioritise democratic professionalism over managerial professionalism.

Challenges for the teaching profession

As teacher educators, we have noticed that Gen Z student teachers appear more likely to question established expectations around working hours, attendance and communication. This has also been noted in nursing where younger professionals are, similarly, more likely to question rigid hierarchies and expectations around working culture (Hee & Yeojin, 2024).

Many schools in England still hold implicit expectations regarding deference to hierarchy, working patterns, and modes and tone of communication. For older generations, these may be taken-for-granted aspects of professionalism. For Gen Z, however, they may appear arbitrary or outdated.

‘Many schools in England still hold implicit expectations regarding deference to hierarchy, working patterns, and modes and tone of communication. For Gen Z [these aspects] may appear arbitrary or outdated.’

Evidence also suggests that Gen Z advocate stricter boundaries around wellbeing and work–life balance (Smith & Nichols, 2024). This aligns with our experience, with an increasing proportion of absence attributed to protecting wellbeing (such as student teachers taking a day off to recuperate after an intense period of work). While such behaviours can, and do, create friction with school expectations, it also highlights a question: are the current professional norms within teaching sustainable?

Responding as teacher educators

It would be easy to interpret divergent interpretations of professionalism as a Gen Z problem and insist that, as leaders in education, we simply need to hold the line. However, this risks missing the bigger picture. Reevaluating aspects of established professional norms may be necessary if we are to support teacher recruitment and retention, long-standing issues for the profession in England.

In response, we have increased opportunities for flexible, independent study with some university-based taught content now delivered asynchronously online, allowing student teachers more flexibility. We have also adopted a more educative approach by using scenario-based approximations of common professional practice dilemmas. This has allowed us to respond to our students’ understanding, highlighting misalignments between our assumptions and student teacher responses, and preempt issues which may have otherwise only been revealed on school placements.

The entry of Gen Z into teaching is both disruptive and hopeful. Their interpretation of professionalism may reflect broader generational changes rather than a deficit. By reviewing whether our policies are supportive of effective practice as opposed to established practice, the profession can be reshaped in ways that make it both more sustainable in terms of workload and wellbeing, and attractive as a career to younger generations.

References

Department for Education [DfE]. (2025). Initial teacher training performance profiles. Academic year 2023/24. ����

Knight, R. (2024, March 11). Not all employers are tolerating Gen Z’s laid back language, BBC News. ��

Muller, L., & Cook, V. (2024). Revisiting the notion of teaching professionalism: A working paper. Chartered College of Teaching. ����

Nichols, A. & Smith, S. (2025). What do Gen Z really want from a workplace? Strategic HR Review, 24(2), 75–79.

Portela Pruaño, A., Negrín Medina, M. Á., Marrero Galván, J. J., & Bernárdez Gómez, A. (2025). Teacher professional dispositions as viewed by teachers in Spain: Is a generational perspective relevant? The Australian Educational Researcher, 52(4). 2369–2406.

Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of Education Policy, 16(2), 149–161.

So Hee, L. & Yeojin, Y. (2024). Work values and communication styles among Generation X, Y, and Z nurses: A cross-sectional study. International Nursing Review, 71, 115–121.