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.