OP
I can see why your tone is rubbing some posters up the wrong way.
I'm also a career changer to teaching.
Honestly, I think having previously managed teams in my first career was both a blessing and a curse. The good thing is that I managed to progress quickly in teaching but without having thr style ovet substance some fast track graduates have. It was much easier to demonstrate credibility in leadership because I had a bit more behind me (still had to prove myself as a classroom teacher too, and rightly so!) Being a career changer meant that I was quickly aware when I was working in the wrong environment and definitely meant that I put up with less shit than other new teachers too (even now it's quite nice knowing that if teaching gets worse, I know I can get a job in another sector).
The down side is that schools can be very resistant to change. Something might not work in a department but too often (in my experience) the default is not to change or only make superficial changes because 'so and so did it'. There's not the same strategic oversight in my experience below senior leadership. So whereas in my last line of work we'd all sit down, thrash out problems and then design a solution, in departments it can be a bit we are worried about y11 so let's focus on firefighting y11 every year and ignore the fact that with a bit of strategic planning we could reduce the amount of intervention required or yes there is a problem with x, but Mrs Blogs did that planning last year so we can't really change it. I find that hugely frustrating because staff end up killing themselves each spring term and it simply isn't needed. (Yes, the point at which would look at structures and curriculum will be a heavy year, but longer term you'd need less firefighting).
In some schools there is a culture of doing more more more without stopping to think about the quality of what you're doing. Again, that didn't happen in my previous career. If something wasn't working, we'd ask why and try to fix it. If something doesn't have an impact in schools there is a tendency to keep doing it and add something else.
Many of those issues (in my opinion) seem to stem from a trend in schools to think that a good classroom teacher makes a good middle/senior leader. Obviously leaders should be able to walk the walk in the classroom, but leading and strategy is a different set of skills.
Now I wouldn't voice all that in schools because it would rub people up the wrong way. Instead I use the leadershio position I have to try abd shape change, get people to buy in and then once people see how their workload is bring reduced/see the benefit then they are more likely to join in and help change things.
Being a career changer will give you a different way of approaching teaching. Some of it is very useful, some of it not. What you have to be very careful about is going into teaching (or any new line of work) with the view that you are so enthusiastic and anyone who conplains must just be jaded and lazy. There will be jaded people on schools, but you need to step back and ask why. When you try to see the world through their eyes, you'll find you learn a lot.
Sorry for the essay, just wanted to help.