Adult cultures matter. In today's volatile political climate, the call for human-focused leaders is stronger than ever. Guided by adult development theory and supported by multiple scholarly sources, the researcher synthesized a theoretical framework for understanding what human-centered leadership entails: Honing compassion; Understanding one's identity as a leader; Making meaning for others while motivated by a vision; Anticipating and acknowledging the unknown, and Nurturing trust and a sense of belonging. Through an Interpretive Phenomenological Analysis, this study revealed how 10 school leaders in New Hampshire took a more human approach to their leadership. The cross-case analysis of the transcripts from semi-structured interviews uncovered three major characteristics of the participants: an interplay of relational and behavioral values, a belief in the power and promise of what equitable educational organizations can be, and a commitment to empowering the professional practices of the adults in their schools. The desire for intentional connection with a professional network, including leadership coaching, was common across all participants; consequently, a more robust coaching program for educational leaders is recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]