Document Type : Original Article

Author

• Amir Reza Narimani

Assistant Professor, Faculty of Governance, University of Tehran, Tehran, Iran

Abstract

The rapid social and technological transformations of the past two decades have redefined organizational and leadership paradigms worldwide. One of the most consequential developments is the entry of Generation Z (born 1997–2012) into the workforce—a cohort raised in a digital, networked, and fast-paced environment. Gen Z employees emphasize autonomy, transparency, social justice, and meaningful work. Unlike previous generations that valued job stability and hierarchical authority, they seek workplaces that provide purpose, flexibility, personal development, and continuous learning.
Despite this generational shift, Iran’s public-sector organizations remain deeply embedded in bureaucratic, hierarchical systems that emphasize control, seniority, and formal authority. These rigid structures often clash with the values and cognitive preferences of Gen Z, who favor participatory environments, rapid feedback, and flexible decision-making. Consequently, public organizations increasingly face low motivation, weak commitment, and high turnover among younger employees. While private-sector institutions have begun adopting participatory and technology-driven leadership models, public agencies largely retain traditional frameworks that limit adaptability and innovation. This misalignment demonstrates the pressing need to identify leadership approaches that resonate with Generation Z within Iran’s distinct cultural and bureaucratic context.
A review of global scholarship identifies diverse leadership models as effective in engaging Gen Z. Studies by Aksakal and Ulucan (2024) and Yılmaz et al. (2024) show that Gen Z responds positively to leaders who practice horizontal communication, grant decision-making autonomy, and use digital tools for collaboration. Similarly, Whitmore (2017) and Bass and Riggio (2006) demonstrate that coaching and transformational leadership enhance intrinsic motivation, meaning, and personal growth—core developmental needs of Gen Z. Complementary findings by Putri et al. (2025) and Chen et al. (2022) reveal that servant and ethical leadership cultivate trust, psychological safety, and more substantial commitment among young employees. Together, these insights suggest that modern leadership must integrate empathy, ethical awareness, and participative engagement to effectively mobilize this generation.
In contrast, Iranian research on Generation Z remains limited. Most domestic studies focus on educational or behavioral aspects rather than leadership adaptation in the public sector. Local investigations (e.g., JSRE, 2022; HPSB Journal, 2023; JHRS, 2023) identify rigid hierarchies, opaque performance systems, and weak feedback mechanisms as principal causes of dissatisfaction. These findings reveal a persistent gap between leadership practices and the expectations of a digital-native workforce—one that must be addressed to enhance motivation, innovation, and retention in public institutions.
To bridge this gap, the present study employed a qualitative research design grounded in thematic analysis to explore leadership styles aligned with Generation Z’s values and needs in Iran’s public organizations. Data were collected through semi-structured interviews with both Gen Z employees and senior managers at the Ministry of Sports and Youth Affairs. Analysis followed an inductive process using open, axial, and selective coding in MAXQDA software. Reliability and validity were ensured through participant verification, peer debriefing, and triangulation, guaranteeing methodological rigor.
The analysis identified five leadership styles most compatible with Gen Z expectations: coaching, democratic, servant, transformational, and digital leadership. Each addresses distinct dimensions of Gen Z’s work orientation—coaching promotes feedback and empowerment; servant leadership builds trust through empathy and ethics; transformational leadership inspires shared purpose and innovation; democratic leadership ensures fairness and participation; and digital leadership integrates technology to enable flexible, adaptive work settings. Conversely, authoritarian and traditional styles diminish motivation, creativity, and engagement, thereby undermining effectiveness in public institutions.
The findings underscore that aligning leadership behaviors with generational values of autonomy, transparency, and development substantially enhances intrinsic motivation, satisfaction, and retention. Theoretically, the study extends leadership literature by situating Generation Z management within Iran’s socio-cultural and bureaucratic context. Practically, it offers evidence-based insights for policymakers and public managers to cultivate inclusive, agile, and innovation-oriented leadership practices responsive to a new workforce.
Ultimately, this research highlights the necessity of a localized leadership framework for Generation Z in Iran’s public sector—one that fuses global leadership theory with national cultural and administrative realities. Such a framework can guide the transformation of Iran’s public institutions toward more transparent, adaptive, and future-ready governance systems, ensuring sustainable performance amid continuing generational and technological change