The intersection between generations, educational leadership and system design

The author draws from the findings of her own University College London team and other researchers to explore questions of how generations are defined; whether there are generationally different ways of working; whether different generations lead differently; how this might influence working in schools; whether education systems and school leaders understand and reflect these differences in their policies and practice; whether they should; and, if so, where their process should begin. The author concludes that leaders may use their understanding to create alternative strategies, particularly in recruiting and retaining younger generations of teachers and leaders.