Abstract
Generativity, a psychosocial construct characterized by the desire to impact the next generation by making an enduring creative and productive contribution to society, is an essential capacity for educators. Beyond the phenomenon’s inherent application to the teaching profession, generativity is also linked to increased workplace well-being and life satisfaction. This association holds particular significance for today’s educators as education is considered the most burned out industry in America. Using a phenomenological approach, this study sought to better understand the lived experience of generativity specifically among generative emerging adult educators. Inquiry associated with this age demographic is especially important as emerging adults represent the future of the profession and are even more likely than their adult colleagues to experience burnout. Therefore, seven highly generative emerging adult educators were identified using the Social Generativity Scale and were interviewed using a scaffolded three interview series. A phenomenological analysis method was then used to process the data and identify themes. Based on the findings, a fundamental structure illustrating the essence of the lived experience of generativity among generative emerging adult educators was constructed. The findings illuminate how generative emerging adult educators form their generativity, how they practice generativity in their daily life, and how they make meaning of their generative experiences. The seven themes and four sub-themes provide specific insight into how generativity can be prioritized and practiced at an individual and institutional level to promote educator well-being and contribute to the formation of a more generative society over time.