Centring micro-politics in system leadership in a multi-academy trust

Abstract

System leadership has historically been used normatively as a concept to promote and privilege multi-site working across education institutions as part of a so-called self-improving system. In this article, we argue that a consequence of this definition is that any superficially ‘leaderful’ practice in such multi-site institutions is understood and legitimated through a system leadership lens. We argue further that when multi-academy trust (MAT) actors understand what they do as system leadership in this way, they may misdiagnose the role and importance of micro-politics as an explanatory model for their practice and motivations. Accepting a system leadership framing for their practice enables participants to underplay how they engage in careerist micro-political strategies and ploys within a wider framing of collaboration, networking and normal MAT functioning. To make these arguments, we draw on interview and observation data and analysis from a case study investigating literacy policy in a MAT in England. Our analysis contributes to the growing critical literature on system leadership and prompts questions about what organisational and sociological processes its claimed use conceals.