The contemporary field of educational leadership and management is replete with accounts of transformational leadership, instructional leadership, distributed leadership, and turnaround leadership practices (e.g. Leithwood and Sun (2012); Fullan 2018; Harris and Deflaminis 2016). Focusing on the positive and normative aspects of leadership tends to be a preoccupation within the field, as a large corpus of empirical evidence reinforces a strong relationship between certain models of leadership and positive organisational change (Leithwood et al. 2008). There is also a wealth of popularist literature highlighting the positive features and potential of certain types of leadership and management practices. These optimistic accounts of leadership and management, however, tend to overshadow and surpass any reflections upon the negative aspects of leadership and management. The destructive or counter-productive forms of leadership and management have received considerably less attention, in the empirical literature, than those associated with more positive outcomes. Yet there is a growing body of literature that highlights why and how leadership and management may not always be a force for good (Cohen 2018). This evidence base points towards the negative features or the 'dark side' of leadership and management practices (Woestman and Wasonga 2015). Among scholars in the fields of organisational behaviour and industrial psychology, there is increasing interest in the less palatable side of leadership. A growing number of studies have focused on abusive behaviours, toxic relationships, and the bullying tactics of those in positions of power (Neves and Schyns 2018; Simonet et al. 2018). For example, Neves (2014) found that submissive employees, characterised by a lack of social support from peers, received more abuse from their leaders than those more well-connected to others within the organisation. The findings from this study imply that those who were more socially or personally vulnerable, within the organisation, were more likely to be subjected to harassment and bullying. Other evidence suggests that negative leadership or management behaviours manifest themselves in certain actions that are directed towards specific individuals or groups (Cohen 2018). These actions include: the deliberate marginalisation of certain groups, often minority groups within the organisation, blatant favouritism of some colleagues over others, using existing personal relationships within the organisation to influence the progression of some colleagues and not others and punitive emails to bully and repress the views of those deemed to be a potential threat to the status quo (Schyns and Schilling 2013). Most recently, Samier and Milley (2018) have explored the concept of 'maladministration' in education focusing upon examples of weak or toxic leadership and management practices. They describe 'maladministration' as the phenomena of harmful administrative and organisational behaviours in educational systems. They outline a range of destructi...