The leader’s role is a two‐fold cultural and teaching enterprise: institutionalizing cultural principles in their organizations and then teaching followers to internalize these cultural principles in their actions. The specific features of an organization’s culture condition what leaders do and how they do it. However, leaders also condition the culture by their actions and beliefs. Seen this way, a leader’s primary activity is to create a culture supportive of desired values. As followers internalize these cultural values, they develop a devotion to the institution that cannot come in any other way. This both requires trust and encourages trust. The task is not simple; it is fraught with difficulty, pitfalls, and barriers. This article explains some constraints that hinder the development of a culture based on trust specifically and the enterprise of leadership in general.

PRINCIPALS, LIKE MOST other managers today, no longer can influence employ-. ees in the ways they once did. They still have the authority to issue orders, but they have fewer means of enforcing compliance with those orders. They do not have the reward or punishment potentials of past years.While current management theory appears to reject traditional authoritarian styles in favor of more democratic, participatory approaches, the fact is that every managerial approach-authoritarian, democratic, or situational-requires that managers exert some sort of influence over others. And influence over others is power.What makes the use of power by managers ethically acceptable is an understanding that all individuals in an organized relationship possess and use power. The manager may have power over pay and promotions, but the employee controls his skills, time, talent, and energy. The work of any organization is achieved by the interaction of mutually dependent people and unless their power is properly balanced and controlled the organization's goals will not be met.Research into the operational uses of power by managers and by their subordinates, peers, and superiors has been hampered in the past by a lack of useful frameworks (rubrics, paradigms, models) with which to relate elements of the

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