The role of parents’ perceptions of school climate in shaping their relationship with the politically skilled classroom educator.

The present study examines the relationship between parents’ perceptions
of school climate and their perceptions of the politically
skilled classroom educator. Such educators employs interpersonal
and strategic political skills - trust-building, cooperation, two-way
communication, and negotiation, to foster constructive relationships
with parents. The study draws on micro-political theory
which emphasizes the use of political strategies within educational
organizations, and symbolic interactionism, which highlights how
parents construct meaning around educators’ roles through everyday
interactions and symbolic cues. Data were collected from 497
parents in Israeli public elementary schools and were analyzed
using structural equation modeling (AMOS 26.0) and hierarchical
regressions (SPSS 27.0). Results show that parents’ perceptions of
the school climate significantly predict their perceptions of the
classroom educator’s political skill. Two key predictors emerged:
the quality of classroom educator – student relationships and the
strength of parental partnership. The study highlights the importance
of training classroom educators in political and relational
skills, enhancing their role as boundary-spanners between schools
and communities.