There is a vast body of research confirming the important influence of the classroom teacher on student achievement. A key issue, then, is how the quality of teaching and learning within individual classrooms can be influenced and improved. This paper argues that educational leadership is a key influence on the quality of teaching and learning and thus student achievement. Educational leadership is heavily dependent upon relationships, and this paper explores two fundamental dimensions to relationships--"responsiveness" and "demandingness"--and their effects on teaching and educational leadership.