Murray State Theses and Dissertations

Abstract

Amid declining enrollments in teacher preparation programs and increasing teacher turnover, understanding the characteristics of Generation Z, who constitute a substantial portion of the future workforce, is critical for effective recruitment and retention in education. This quantitative study explored the preferred leadership styles of Generation Z public educators in western Kentucky using the Multifactor Leadership Questionnaire (MLQ). Specifically, it examined preferences for transformational, transactional, and passive-avoidant leadership styles and assessed whether these preferences varied by race, gender, or years of experience. Results revealed a strong preference for transformational leadership, followed by transactional leadership, with a clear aversion to passive-avoidant approaches. While no significant differences emerged by gender or experience, analysis of racial differences was limited by the homogeneity of the sample. Findings highlight Generation Z’s preference for supportive, motivational, and individualized leadership, suggesting that education leaders and preparation programs should adopt transformational practices, provide consistent feedback, and offer mentorship opportunities to better engage and retain this emerging generation of educators.

Year manuscript completed

2025

Year degree awarded

2025

Author's Keywords

Generation Z, Leadership, Education, Recruitment, Retention, MLQ

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Ben Littlepage

Committee Member

Randal Wilson

Committee Member

Trent Lovett

Document Type

Dissertation

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