The more leaders focus their relationships, their work and their learning on the core business of teaching and learning, the greater their influence on student outcomes. Robinson, V 2009, the Three Leadership Capabilities that Really Matter, Address to ACEL Conference, September 2009

When schools behave and are led as problem-solving learning organisations, then they enhance their effectiveness and improve their outcomes with students. Hargreaves, A, Halasz, G & Pont, B 2008, 'The Finnish Approach to System Leadership'

The nature of relationships among the adults (and with students) within a school has a greater influence on the character and quality of that school and on student accomplishment than anything else. Barth, R 2006, 'Improving relationships within the Schoolhouse'

… the consequences of high relational trust for teachers and school as a positive attitude to innovation and risk, more outreach to parents, enhanced commitment and an enhanced professional community. For students she says they are improved academic outcomes and a higher likelihood of positive social outcomes.

To build relational trust leaders must be interpersonally respectful, have personal regard for others, be competent in their role and have personal integrity. Robinson, V 2009, The Three Leadership Capabilities that Really Matter

If everyone in your school is treated with respect and dignity, you may still have nothing special. However, if everyone in your school is not treated with respect and dignity, you will never have anything special. Whitaker, T 2004, p. 22, 'Setting Tone - What great Principals do differently', Leadership: American School Board Journal, January/February 2004

First hard fact. Principals do make a difference in school improvement and student achievement. Fullan, M, 2010, Power of the Principal

… agitating beneath a seemingly rational veneer of activity. … to meld past, present, and future into a coherent cultural tapestry. Deal, T & Peterson K 1999, Shaping School Culture - The heart of leadership

(although,) leaders cannot build a positive culture alone, without good leadership it will not grow or endure. Saphier, J, King, M, 1985, 'Good Seeds grow in Strong Cultures'

The most successful school leaders are open-minded, ready to learn from others, flexible, persistent, resilient, optimistic and reflective with plenty of self-correction and refinement built in. Leithwood K, Day C, Simmons P, Harris A & Hopkins D, 2006, Seven strong claims about successful school leadership Fullan M, 2006, 'Change Theory A force for school improvement'

… openness of practice, precision, creativity, wise and continuous use of data, learning from each other inside and outside the organisation, and linking into the big picture. Fullan, M, 2010, Power of the Principal Growing strong, healthy school cultures requires vigilance and hard work, ensuring that activity is not confused with effectiveness Dufour, R & Burnette, B, 2002, 'Pull out negativity by its roots'

A 'hard fact' is that sustaining a learning culture once it is implemented is even more difficult. Fullan, M, 2010, Power of the Principal