Language Teacher Education Research

The teaching profession is facing unprecedented challenges, marked by a decline in status and authority alongside increased responsibilities and expectations. At the same time, individuals born into generation Z are emerging as a significant part of the global teaching workforce. They are often described as a group whose experiences are shaped by concerns and crises, as well as competence and awareness. The emergence of this cohort potentially introduces considerable complexity to the teaching profession due to the distinct characteristics of Generation Z. In this context, this paper adopts an interpretivist perspective to explore the views of Vietnamese Generation Z language teachers regarding the language teaching profession. Semi-structured interviews were employed to collect data from eight Generation Z English language teachers in Vietnam. The results indicate that these teachers perceive teaching as an educational service, expecting high-quality teaching while believing that respect for teachers should be earned, not automatically granted. They also support a view departing from traditional values, acknowledging work-life balance and arguing for a clear separation between personal and professional life. Recommendations for both future research and practical implications are also made.