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Generation α effect on gen X, Y and Z teacher leaders' enactment or disenactment of professional identities

Norma Ghamrawi,Tarek Shal,Najah A. R. Ghamrawi

Published 2025 in International Journal of Educational Management

ABSTRACT

This study investigates how the emergence of Generation Alpha, the first fully AI-native student cohort, shapes the enactment and disenactment of professional leadership identities among teacher leaders from Generations X, Y and Z. The research draws on professional identity theory, leadership identity perspectives and generational theory. A qualitative design situated in an interpretive paradigm was adopted. Fourteen teacher leaders from Lebanon, Jordan, the United Arab Emirates and Qatar participated in semi-structured interviews. Data were analyzed in NVivo 14 using a deductive thematic approach informed by predetermined themes. Generation X leaders emphasized autonomy and experience but reported disenactment when their expertise was destabilized by AI-fluent students. Generation Y leaders enacted collaborative, ethical leadership but withdrew when institutional practices conflicted with their values. Generation Z leaders leveraged technological fluency and authenticity but faced blurred boundaries and legitimacy challenges due to their proximity to students. Across cohorts, Generation Alpha's dispositions of immediacy, personalization and digital fluency reconfigured leadership identities in ways not previously documented. The study is limited to 14 participants from four Arab countries, which may affect transferability. Future research should explore intergenerational leadership dynamics across diverse cultural and educational contexts and examine longitudinal patterns as Generation Alpha matures. The findings highlight the need for professional development that prepares teacher leaders to negotiate intergenerational dynamics, integrate AI ethics into leadership practice and sustain authority in AI-mediated classrooms. This study is among the first to demonstrate how student generational traits–particularly those of AI-native learners–act as critical drivers of teacher leadership identity enactment and disenactment. It extends scholarship on professional identity by framing it as both institutionally and student-driven, with implications for leadership preparation in AI-integrated education.

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