PERSONAL CASE ANALYSIS A FOUR FRAMES REVIEW

Personal Case Analysis: A Four Frames Review Student Name Institution Course Professor Date Introduction This case study examines the difficulties in the leadership transition of a Grade 3 team at King Faisal School. After the new PYP IB Team Leader was appointed, a structured way of working was implemented to simplify processes and guarantee that all processes are aligned with IB guidelines. However, there was increased tension among the team following the shift from a flexible, informal leadership style to a more ordered, directive approach. The new system was complex and rigid, quite at odds with senior teachers accustomed to autonomy and collaborative decision-making; thus, the team was divided and stressed. This paper analyzes the leadership dynamics and team resistance using the four frames of Bolman and Deal (2021): human, structural, political, and symbolic. Each frame provides a unique organizational structure, interpersonal relationships, power dynamics, cultural factors, and insights into the situation. Critical areas of conflict and growth opportunities are identified. Based on this evaluation, the paper recommends rethinking strategies to optimize structure and flexibility and rebuild organizational trust and team cohesion while simultaneously meeting the goals of the IB program. Diagnosis and Analysis Structural Frame The structural frame discusses the organization's formal roles, responsibilities, and procedures that help it reach its objective. They highlight the significance of clarity, coordination, and efficiency in creating organizational processes. In the case of King Faisal School, however, the implementation of the structural frame was partial and did not integrate team input and cultural alignment. Rigid processes, such as mandatory lesson plans and weekly progress reports, interrupted the norms of flexibility within the Grade 3 team at King Faisal School. Although well-intentioned, the leader's approach did not acknowledge that the team values teacher autonomy and collaboration rooted in cultural consciousness. For example, a senior teacher with decades of experience felt let down by the new system, as she not only dislikes the formality and bureaucracy of it, but she also derives satisfaction from being able to plan lessons in the way she feels the kids need to be taught. This echoed the broader resistance by the more experienced teachers to the self-regulated approach, which they saw as a dilution of their professional expertise. Bolman and Deal (2021) argue that organizational structures must align with existing cultures and be introduced with sensitivity to team dynamics (Bolman & Deal, 2021). Here, the leader’s rapid rollout of changes clashed with these principles, leading to escalating tensions, as evidenced by the teachers’ decision to involve the Vice Principal. Drucker and Collins (2008) similarly emphasize that achieving alignment requires more than a clear vision—it demands stakeholder buy-in to foster collective ownership of changes. The absence of collaborative dialogue in developing these structural changes resulted in feelings of exclusion and distrust, particularly among senior staff, who perceived the changes as rigid and impersonal. This misalignment eroded team cohesion and hindered the leader's efforts to align practices with IB program standards. The leader inadvertently amplified resistance and strained professional relationships by focusing solely on structural efficiency without addressing the team's established norms and values. Human Resource Frame The human resources frame looks at creating relationships, establishing trust, and meeting team members' emotional and professional needs. In the case of King Faisal School, a decrease in morale and trust among the teachers resulted from the lack of focus on the needs and concerns of individual team members, which contributed to a schism between senior and newer teachers. Under the new leaders' style, senior teachers can no longer exercise autonomy and creativity. Mandatory deadlines and lesson planning processes negatively disrupted their capacity to niche up learning methods for their individual students’ needs. Marion and Gonzales (2014) emphasize that experienced staff often thrive in environments where their expertise is respected and their autonomy is preserved, allowing them to bring their experience into decision-making effectively. The absence of these considerations alienated senior teachers, weakening their trust in the leader. For newer teachers, the highly structured environment created additional pressures. While structure can provide clarity, rigid deadlines and strict oversight limit their ability to adapt, leaving them overwhelmed. Kotter (2006) highlights that addressing human concerns is critical during organizational change, particularly when balancing different expectations within a team. The leader missed an opportunity to foster collaboration and build commitment by not engaging with team members to co-create processes. Ultimately, the leader’s failure to address these diverse needs resulted in a fragmented team dynamic. Political Frame The political frame focuses on power dynamics, resource allocation, and individual or group strategies to advance their interests. The escalation of complaints to the administration reflects a breakdown in the leader’s ability to manage internal power dynamics effectively. Senior teachers, particularly those with long-standing tenure and informal influence, felt sidelined in the decision-making process and used their informal power to resist the changes. This coalition of senior teachers amplified their concerns, ultimately leading to formal complaints to the Vice Principal, a significant escalation in political terms. According to Marion and Gonzales (2014), informal leaders often hold critical sway in organizational dynamics, and failing to engage them early can lead to resistance and conflict. Resistance from informal leaders, such as the senior teacher, also created friction with newer teachers, who initially appeared more supportive of the changes but became increasingly hesitant as...