The purpose of this paper is to give an account of the ways in which one experienced secondary principal of an English secondary school developed and sustained a successful school over a 13‐year period in changing policy contexts.
The paper draws from data collected during two three‐day‐visits separated by a six‐year period and is part of a multi‐site international research project. The researcher used a multi‐perspective qualitative design in which a range of staff, parents, students and board members were interviewed, according to a common protocol. The school was selected originally because it was judged by an independent external inspection team whose judgements were based on a number of key indicators, including national test scores. The qualitative data were cross‐referenced with a range of available documentation.
The data show that this principal exercised trust in such a way that it was broadened, deepened and embedded over time. The data suggest that educational ideals, commitment and trust were important features of his continuing success as leader and the sustained development of the school.
The paper illustrates that it is every principal's responsibility to create and sustain the conditions in which trust may be established and strengthened.
