There has generally been little consideration of teachers’ psycho-social readiness to teach and, indeed, of students’ psycho-social readiness to learn.  It appears to be the case that not many professionals – not just teachers – are conscious of the fact that their individual interior worlds hugely influence their professional practice.  The truth is that personal effectiveness determines professional effectiveness and affectiveness is the bedrock of effectiveness.  Current programmes for training of managers put personal effectiveness on the top of the training agenda. Sadly, some teachers and managers – albeit unconsciously – can act as if teaching and managing is a series of instrumental actions that have little or nothing to do with relationships and the wellbeing of individual students or employees and, indeed, of individual teachers and managers themselves.