TY - JOUR IS - 2 AV - public N2 - This paper draws on evidence from our three-year Economic and Social Research Council (ESRC)-funded research study of the lives, careers, experiences and aspirations of Generation X (under 40 years of age) principals and vice-principals in London, New York City, and Toronto. More specifically, the paper examines interview evidence from nine school-based studies in which nine leaders and 54 teachers discuss their perspectives on leaders? care of their staff members. The evidence demonstrates that leaders and teachers both place a high level of importance on leaders? ability and willingness to be supportive, understanding, and approachable. Teachers also expect leaders to serve as advocates for and role models of good work/life balance. While the school-level studies take place in radically different city-based contexts, the expectation of leaders? care for teachers transcends different accountability and policy structures. Both groups focus their discussion on work/life balance and, more specifically, the need for leaders to understand that teachers are people with lives beyond school. The paper highlights implications for policy, practice, and future research. KW - Leadership; Generation X; global cities; care; collective efficacy; work/life balance SN - 2075-4698 A1 - Edge, KE A1 - Descours, K A1 - Frayman, K VL - 6 JF - Societies PB - MDPI AG UR - http://dx.doi.org/10.3390/soc6020008 Y1 - 2016/03/31/ ID - discovery1542148 N1 - © 2016 by the authors; licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons by Attribution (CC-BY) license (http://creativecommons.org/licenses/by/4.0/). TI - Generation X School Leaders as Agents of Care: Leader and Teacher Perspectives from Toronto, New York City and London ER -