This paper discusses the concept of a dual cultural and political perspective for analyzing interaction. It also illustrates how this dual perspective can explain how senior management teams (SMTs) operate in English secondary schools, in which senior faculty profess commitment to teamwork. Methodology included: (1) case studies of six secondary schools in two local education agencies (LEAs), which involved observations and interviews with SMT members, teachers, and the chair; and (2) 1-year longitudinal case studies in two of the schools, which involved observations of SMT meetings and members, interviews, and document analysis. Findings indicate that teamwork within the SMTs was hindered by the core contradiction between two sets of incompatible beliefs--the egalitarian culture of teamwork and the formal status hierarchy. The team approach is a "high gain, high strain" strategy, especially for headteachers, the formal leaders of SMTs. A positive outcome was increased job satisfaction; however, a major barrier was time management. The most critical factor for success was the headteacher's leadership style. Preparation and induction support for headteachers is recommended. One table is included. Contains 25 references. (LMI)