EXPERIENCES OF MILLENNIAL TEACHERS IN THE ACADEME: A PHENOMENOLOGICAL INQUIRY

Abstract

The entrance of millennial teachers changed the academe’s workplace demographic metabolism, and is accompanied with varied experiences. This study aimed to have an in-depth understanding of the essence of the experiences of these millennial teachers in a phenomenological perspective. Transcendental Phenomenology was employed and facilitated with semi-structured interviews to 13 faculties from 5 different higher education institutions.  Thematic Data Analysis revealed 6 emergent themes that capture their experiences, namely: Instructional Rigors and Ancillary Functions; Expectations and Ageism; Relationship and Sociality; Attributes and Advantages; Sense of Purpose and Responsibility; and, Learning and Self-development. Recommendations to help advance the public’s understanding of their experiences and to aid a smoother workplace integration were also explicated.