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  -