Processes of market-making and regulation are recalibrating the work of teacher education. While an established body of research has examined changes to the content and control of teacher education in the UK and internationally, the impact of audit-based accountability on the work of academic leaders is neglected. This study explores the career transitions, experiences and commitments of leaders in professional education at a time of jurisdictional challenge. Drawing on interviews with Heads of Department of 10 large-scale university providers of pre-service teacher education in England, the analysis addresses the impact of multiple accountabilities on professional agency, identity and efficacy. The study finds participants' need to demonstrate compliance with policy directives in a highly volatile operating context diminishes possibilities for critically reflexive leadership practice and policy activism.