Within the context of schools, it can be argued that trust is a complex absolute necessity if students are to be successful learners; if educators are to be successful facilitators and champions of learning; if the staff is to be successful providers of educational support; if parents, guardians, and families are to be successful partners with the school; and if administrators are to be successful school leaders. Far too often issues of trust arise when there has been a breach of trust in schools. Far less often is trust discussed as key to effectiveness and success in schools. While there is general knowledge that relationships and relationship management are at the core of school leadership, Bryk and Schneider (2002) and Tschannen-Moran (2004) point to the extreme lack of research on trust in schools. "...little formal research on this topic (social trust) exists in the sociology of education" report Bryk and Schneider (p. xiv) while Tschannen-Moran and Hoy also report, "Studies on trust in schools are scarce" (p. 337). A search for research on trust in independent schools yielded even far less results. An independent school exists and is governed by its mission. As the steward of the school's mission, the head of an independent school holds the mission in trust as she or he builds and sustains relationships with various constituent groups in the school community. This multi-case study is an adaptation of the concept of relational trust as a leadership capacity for new heads of independent schools. It will add much needed empirical work to the field of educational leadership development and practice, as recommended by Tschannen-Moran (2004). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]