Generation X School Leaders as Agents of Care: Leader and Teacher Perspectives from Toronto, New York City and London

Abstract

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.

Primary Head Teachers’ Construction and Re-negotiation of Care in COVID-19 Lockdown in Scotland

“…Many families score high on the SIMD. There are similarities between the three Head Teachers: all three fit in the age bracket between later thirties and early forties (see Edge et al, 2016 on Generation X School Leaders) and they have been Head Teachers for around 5 years.…”

“…According to Noddings, emotions are an ingredient of the relational need in caring for others, a natural drive within. Related to this, Edge et al (2016) suggest that "support and understanding" are key aspects of caring leadership; similarly, Louis et al (2016, p. 310) cite "attentiveness" and "authentic knowledge of others" within their research on caring leadership. Mhàiri expressed the need to respond to families emotionally as they were showing emotion to her.…”

“…(emphasis in original, Noddings, 1986, p. 7) COVID-19 lockdown has challenged some of the concepts which are fundamental in schooling and its systems. Under normal circumstances, caring is implicitly part of the educational and schooling experience for both children and staff (see Edge et al, 2016;Smylie et al, 2016). Research shows that caring leadership is related to improved attainment (Louis et al, 2016;.…”

Una Decisión (inter)Personal: Estudio comparativo generacional de la trayectoria laboral de directores en chile

“…Parte de esta conversación generacional se ha instalado en contextos educativos, principalmente en el mundo escolar, estudiando las diferencias generacionales en docentes (Hargreaves & Goodson, 2006;Smethem, 2007) y directivos (Edge, 2014;Stone-Johnson, 2014). Estudios generacionales sobre líderes escolares han encontrado tensiones al reconocer que las personas más jóvenes buscan espacios laborales que les faciliten la oportunidad de realizar cambios significativos en sus comunidades educativas, autonomía para la toma de decisiones, oportunidades para aprender y colaborar con otros líderes, y mantener un adecuado balance vida-trabajo (Edge et al, 2016;Galdames, 2019).…”

Stories of female special school headteachers and their experience of headship: an interpretative phenomenological analysis

“…Both participants perceived their age and gender as being potential challenges to career advancement and satisfaction in the past and current educational climate. Edge et al (2016) argue that there are many differences between senior leaders belonging to Generation X (those under 40 years of age) and the baby-boomers that preceded them.…”