{"id":{"repo_id":"wlv","oai_identifier":"oai:wlv.openrepository.com:2436/625761"},"canonical_url":"https://search.dev.ndltd.org/etd/wlv/oai:wlv.openrepository.com:2436/625761","repository":{"repo_id":"wlv","name":"University of Wolverhampton","base_url":"https://wlv.openrepository.com/server/oai/request"},"display":{"title":"The challenges faced by senior leaders within their leadership roles in a multi academy trust when aiming to create conditions for school improvement","abstract":"This study explores the practices and strategies employed by senior leaders when aiming to create conditions for school improvement within a Multi-Academy Trust (MAT). Understanding how these leaders navigate and influence the school improvement process is crucial for developing effective leadership strategies and policies in educational contexts. A constructivist grounded theory (CGT) approach was utilised to capture the complex dynamics of senior leadership within MATs. Semi-structured interviews were conducted with senior leaders currently working in a MAT, and over one hundred documents were analysed. This approach allowed for the development of a theory grounded in the lived experiences and practices of these leaders. The analysis yielded the theory of ‘Crossing the school improvement bridge’ which encompasses key categories such as initial social processes, MAT-induced interruptions, managing relationships and conflicts, and enacting the MAT agenda. The findings highlight that senior leaders undergo significant changes in their leadership approaches as they facilitate school improvement within the structured environment of a MAT. The research provides valuable insights into the challenges and strategies senior leaders employ to enhance school performance in MATs. It suggests that a deep understanding of these leaders' experiences can inform the development of support systems and training programmes for future senior leaders. 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The analysis yielded the theory of ‘Crossing the school improvement bridge’ which encompasses key categories such as initial social processes, MAT-induced interruptions, managing relationships and conflicts, and enacting the MAT agenda. The findings highlight that senior leaders undergo significant changes in their leadership approaches as they facilitate school improvement within the structured environment of a MAT. The research provides valuable insights into the challenges and strategies senior leaders employ to enhance school performance in MATs. It suggests that a deep understanding of these leaders' experiences can inform the development of support systems and training programmes for future senior leaders. 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