Teachers’ capital in view of intensive parental involvement in school: the case of teachers in high socio-economic status schools in Israel

Regarding schools as a field in which different groups struggle over influence, we examine how teachers perceive parents’ involvement and what capital they activate while interacting with parents in order to maintain their professional position. Interviews conducted with 20 teachers in high socio-economic status schools in Israel revealed that teachers emphasise that their relationship with parents is based on threat. Hence, they based their relations with parents on their cultural and social capital in order to exclude parents from being involved in school. This approach stands in contrast to current policies that give rise to active parenting. Suggestions for policy formation are presented.