Many questions concerning quality of functioning and effectiveness are connected with the management of education as a professional field in educational organizations. The role of educational leadership in an educational organization raises many questions related to legislative regulations of activities, issues of institutional placement, educational partnerships, and learning processes. Tests presented in the paper deal with the processes within two action groups separately, which may be associated with better communication and social outcomes. Quantitatively, the study included 108 participants, taking into account the subjects in the school staff who had previously conducted action research. Examining relationships between the phenomena have attributed characteristics to them. A Hi-quadrate test examined the frequency of the perceived discrepancies: the school researched and the staff chronological age, their qualifications, their area of activity (class, subject teaching, or high school), work experience, and communication training based on NLP techniques. Respondents were an important factor in explaining trust in leaders (director), but not in the expected problems, expertise, and competencies of the organization's employees and their work. In other words, the less confidence in the leader of the school means less confidence in the entire school system and its operation. [For complete volume, see ED567040.]