Generational Mindset Transference of Teachers and Its Influence on Students’ Academic Dispositions Toward a Convergent Communication Approach

Abstract

Generational differences in Philippine junior high schools often result in communication gaps, as teachers’ expectations, shaped by their own formative experiences, frequently diverge from the actual needs of contemporary learners. This study introduces the concept of Generational Mindset Transference (GMT), defined as the process by which educators' cohort-specific beliefs and expectations are transmitted to students through classroom interactions and instructional routines. Employing an explanatory sequential mixed-methods design, the research investigates the influence of GMT on the academic dispositions—motivation, study habits, and career aspirations—of Generation Z and Alpha students. Data were gathered from 15 teachers across various cohorts and 62 students through parallel Likert-scale surveys and qualitative narratives to evaluate pedagogical alignment. Quantitative findings highlight a "digital native paradox," wherein older educators overestimate student autonomy while students report significant needs for structured guidance and experience situational learning anxiety. Furthermore, a statistically significant difference (p=0.0015) was observed regarding motivation from real-world tasks, with teachers overestimating student drive compared to student self-assessments. Qualitative thematic analysis reveals that GMT acts as an interpretive filter: older cohorts tend toward rigid, compliance-driven models, while younger teachers more naturally normalize modern digital behaviors. The study concludes by proposing the "Convergent Communication Approach," a pedagogical framework that integrates digital tools with empathetic, relational instruction to bridge generational divides and enhance student-centered learning.