Digital Natives in the Classroom: A Case Study on the Integration of Innovative Management Practices to Enhance the Teaching Performance of Generation Z Teachers

Marycel P. Quimpan 

Teacher II, Pindasan National High School, Schools Division of Davao de Oro, Philippines 

Marleonie M. Bauyot 

Faculty, Ateneo de Davao University, Davao City, Philippines

Abstract

This research investigates how innovative management strategies employed by Generation Z educators in secondary schools enhance teaching effectiveness and boost student learning outcomes. It particularly emphasizes the integration of digital technologies to align teaching methods with the learning preferences of Generation Z students and to promote educational equity through community involvement. Utilizing a case study framework, Creswell (2014) assesses the influence of digital tools and collaborative initiatives with parents, local leaders, and other stakeholders on educational practices. The results indicate that Generation Z teachers, being digital natives, possess distinct technological skills that disrupt conventional teaching approaches. Their implementation of interactive, technology-driven methods increases student engagement and fosters equitable learning opportunities. Additionally, community participation is crucial in promoting educational equity and enhancing student achievement. The research concludes that institutions need to modify their teaching practices to include digital tools and create inclusive learning environments, ensuring that future educators are adequately equipped to meet the challenges of the digital era and effectively cater to the varying needs of learners. 

Keywords: generation Z teachers, Innovative teaching practices, digital technologies integration, educational equity, Interactive learning environment.

How to cite:

Quimpan, M., & Bauyot, M. (2025). Digital Natives in the Classroom: A Case Study on the Integration of Innovative Management Practices to Enhance the Teaching Performance of Generation Z Teachers. International Journal of Multidisciplinary Educational Research and Innovation. 3(1), 14-30.  https://doi.org/10.17613/tanqw-92316 

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