Starting teaching as a millennial: A generational view on early career teaching in Canada

Drawing from an extensive pan-Canadian study that examined the differential impact of induction and mentorship programs on early career teachers’ retention, this article compares perceptions of the early and late millennial and non-millennial participants regarding induction support, mentorship, professional development, thriving, and teacher attrition. The results of our multi-generational comparative research demonstrated differences in distinctive values, group-associated attitudes, and life stage factors between the early, late, and non-millennial groups, albeit they were less prominent than often suggested in the literature on millennials. The article concludes with implications for theory, policy, and practice by considering intergenerational needs and differences in early career teaching. • Millennials represent a prevalent majority of early career teachers across Canada. • Induction and mentoring supports were significantly higher for late millennials. • Mentoring increased millennial teacher retention and professional development. • Late millennials reported highest levels of self-care and establishing boundaries for healthy living. • The differences between the early, late, and non-millennials were more nuanced than the extant literature indicates.