ABSTRACT
The process of teaching, learning and leading requires of those who are engaged in them much more than the ability to bounce back in adverse circumstances. It requires them to have a resolute persistence and commitment and to be supported in these by strong core values. There is a large body of research that demonstrates that what teachers as individuals believe about the extent to which they can influence the learning and achievement of their students makes a significant difference in their teaching behaviours and outcomes. In employing strategies that aim to build trust in the organization, successful leaders have been found to place trust in others. ‘Relational trust’ has been repeatedly reported to be a key contributing factor to whether teachers’ sense of professionalism, professional identity and effectiveness is or is not built. The chapter also presents some closing thoughts on the key concepts discussed in the preceding chapters of this book.
