Abstract
The implementation of inclusive teaching requires that teachers adapt their behavior and actions in such a way that they promote trust within an all-inclusive and supportive teaching and learning environment. This review chapter analyzes how teachers through their personality traits promote trust between themselves and students in order to promote an inclusive and supporting teaching and learning environment. The chapter will use Giddens Structuration Theory with reference to agency theory to understand how their personality traits as imbedded in their agency may either promote or hinder their ability to create trust and build inclusive and supportive environment in the classroom. In this chapter, some lessons from the literature review and analysis will be drawn and recommendations made. The main lesson drawn is that teachers’ personality traits are very important toward establishing trust between them and the student in an inclusive classroom. It is very important also to note that the application of teacher agency based on their personality trait may or may not create the conducive conditions for a pedagogy that is inclusive or constraining for the students.