Shaping the future of teaching: Gen Z, leadership, and the changing classroom

Their values are not just important for us at Lift Schools, but for the entire education sector. The Teach First / Public First report provides key insights into what drives this generation and how we can rethink recruitment and retention - not just for these young educators, but for the benefit of the profession at large.

Why do Gen Z’s career motivations matter?

Gen Z’s career motivations are a provocation for us to do better. According to the report, Gen Z are ‘pragmatic idealists’. They view teaching as meaningful, but want balance, growth, and financial stability — qualities that haven’t always been associated with a career in education. At a time when schools face increasing demands and limited resources, Gen Z does not necessarily see teaching as aligned with their career desires. They care deeply about making an impact, but are unwilling to sacrifice their well-being or financial potential to do so.

Understanding what motivates Gen Z is crucial for shaping how we attract and develop talented individuals across our workforce, when recruitment and retention has never been harder. For us at Lift Schools, this means creating an environment that supports professional growth and personal well-being — it is essential not just for our future teachers, but for our current workforce and the schools and communities we serve too.

Reflections on the report: does it match my experience?

The report’s findings resonate with my experience of working with Gen Z teachers. They are driven by purpose, but are practical in their approach. While 73% of respondents in the report said they see teaching as a purposeful job, only 14% said they’d want to stay in the classroom long-term. This suggests that while Gen Z is committed, they also expect opportunities to grow, switch roles, and explore different career paths.

At Lift Schools, we’ve found that offering clear development pathways and varied experiences, like secondments and leadership programmes, keeps our Gen Z educators engaged. They are not just seeking a job — they want a dynamic career where they can grow both personally and professionally.

As a large network, we are in a privileged position to offer teachers and leaders the opportunities to work across regions and phases, and our leadership programmes offer experiential and formal learning, supported by coaching and mentoring. Through our £100,000 Individual Development Account (IDA), career break schemes, and challenge projects, we provide the flexibility and development opportunities Gen Z craves.

How have things changed?

When I started teaching with Teach First, education was often seen as a stable, long-term career with few opportunities for variety or progression. Teach First’s founding proposition was a radical approach at the time. It recognised that the skills gained in teaching were valuable to industries beyond education, appealing to graduates who wanted both purpose and career flexibility.

Today, Gen Z teachers have a similar mindset. They want to make a difference, but they don’t see themselves in the same role for decades. They seek opportunities to move laterally, take breaks, or explore other sectors while making a positive impact on the world. This shift, which began over 20 years ago, reflects a broader change in how careers are viewed — teaching and educational leadership are no longer about long-term commitment to a single path. It’s about creating varied experiences and development opportunities that align with the fluid career expectations of younger generations.

The power of secondments: a new way to develop teachers

The report’s recommendation to pilot secondments could be transformative. Gen Z’s desire for variety offers a platform to rethink how education interacts with the corporate sector, and the wider public and third sectors. Offering teachers the chance to work in other industries not only allows them to gain new skills but also brings fresh ideas back to the classroom. These experiences benefit both educators and students, creating stronger connections between schools and the world beyond.

At Lift Schools, we’ve already begun experimenting with this concept because we believe that talent drives performance. We attract dynamic people and encourage them to reimagine what’s possible; creating flexible, supportive development opportunities for our teachers and leaders. Through challenge projects, sabbaticals, and key partnerships, we provide opportunities for educators to take time to pursue personal or professional development without needing to step away from education. These experiences have energised our teachers and given them new perspectives, creating an environment where they feel valued and supported. We don’t just want them to stay, clocking up the years - we want them to thrive.

The proposed secondments pilot builds on this approach, offering structured, funded opportunities for teachers to develop outside of education. This not only supports retention, but also brings innovative ideas and career informants and sponsors back into schools. As educators, we are preparing young people for life beyond our walls, and so the more we can make those walls permeable, the more we can break down perceived barriers and show young people their possible futures, the better for all of us.

Lessons the sector and government can learn from Lift Schools’ leadership programme

There are several lessons the education sector and government can take from our approach at Lift Schools. First, personalised professional development is essential. Our principals’ leadership development programme and IDA are tailored to individual needs, empowering educators to take charge of their growth in ways that benefit both themselves and their schools.

Second, flexibility and well-being matter. Gen Z values work-life balance, and our programmes incorporate flexible opportunities for growth, which in turn helps with retention. If the sector and government can prioritise teacher well-being and create policies that support flexible career paths, we will see a more motivated and resilient workforce.

Final Reflections: the role of Teach First, Lift Schools, and the sector in attracting Gen Z

Teach First, Lift Schools, and the wider education sector all play a critical role in attracting and retaining Gen Z teachers. We need to offer more than just a job — we need to offer a career that grows with them. Programmes like Teach First’s Taster Programme and Summer Projects and Lift Schools’ leadership programmes, secondments and study tours, give Gen Z the flexibility and development opportunities they are looking for.

By listening to Gen Z’s call to action, we are not just benefitting our future teachers — we are ensuring a brighter future for our schools and communities. By harnessing the commitment and potential of passionate engaged professionals, we will ensure that every student in our care receives an excellent education, in every classroom, every day.