A transformational leader will fully incorporate followers into the organizational strategy. Part of this problem lies in the way in which the program was imposed upon teachers. The administrators created this program to enhance student and teacher accountability: teachers were encouraged to engage in self-scrutiny and to improve their professional standards and this was hoped to lead to a more enriching educational environment for students. Teachers, however, resented the additional paperwork required by the program while the loosely-structured program meant that administrators were frustrated when they felt that teachers gave the program 'short shrift.'

In reconfiguring the program, we have come to realize that there are four core elements of building relational trust. The first is respect: "Do we acknowledge one another's dignity and ideas? Do we interact in a courteous way? Do we genuinely talk and listen to each other?" (Barkley 2008). In this instance, teachers and administrators are not in a dialogue, because the teachers are setting goals by themselves, but in a programmed manner imposed upon them by administrators. There is no opportunity for dialogue about the reasons for this new program and how to structure it so teachers will take it seriously. Teachers by nature resent having to do additional paperwork and if there is no clear benefit for their classroom, they tend to be even more resistant.

The second element of building relational trust is a mutual sense and exhibition of competence. "Do we believe in each other's ability and willingness to fulfill our responsibilities effectively? Incompetence left unaddressed can corrode school wide trust at a devastating rate" (Barkley 2008). With the current situation, there is a clear lack of confidence amongst the teachers that the program is of value to them; while administers are extremely frustrated by the performance and attitude of the teachers. Teachers also do not feel as if they are treated as competent individuals because of what they regard as excessive paperwork while administrators are upset...

The inability of both parties to engage in dialogue and express their feelings results in festering distrust and the questioning of one another's mutual competence.
Another critical component of relational trust is personal regard. "Do we care about each other both professionally and personally? Are we willing to go beyond our formal roles and responsibilities if needed to go the extra mile?" (Barkley 2008). In this aspect, I believe that the current administration has been particularly lacking. By not supporting teachers in their efforts to set new goals and leaving them adrift, there has been a lack of professional support. This in turn has made teachers unwilling to do more than the 'bare minimum' to set meaningful goals for themselves. This is why we hope to insert more hands-on mentoring -- to clearly communicate this mutual regard.

Finally, relational trust rests on integrity: "Can we trust each other to put the interests of children first, especially when tough decisions have to be made? Do we keep our word?" (Barkley 2008). At present, there is unfortunate friction between administration members and teachers and the original intention of the program to improve students' conditions is no longer in focus. Reframing the debate in terms of how to improve education for the students, versus questions of territoriality between administrators and teachers is necessary for the impasse to be overcome and a meaningful professional development program to be instated.