Purpose: This study focused on parents’ involvement in their children’s schools through participation in collective leadership roles. Based on Bourdieu’s approach the current analysis examined the link between parents’ types of resources, types of involvement in schools, and their influences over different school domains while comparing parents from two socioeconomic status (SES) levels (low/mid and high). Research Design: Participants comprised 624 parents from 21 randomly selected elementary schools, of which 10 were of low-/mid-SES and 11 high-SES schools. Data were collected by a questionnaire and analyzed based on multivariate analysis of variance and multi-group structural equation modeling approach. Findings: It was found that for holding leadership roles in schools, parents activate diverse education-related resources. Once gaining a formal leadership role parents may feel a legitimate right to influence schools, mainly on issues related to school management domains such as fundraising. Although, some differences occurred between high-SES and low-/mid-SES schools, there was a similarity regarding parents’ leadership roles that may benefit schools by bridging between the schools and their environment. Conclusions: As schools become more heterarchical, parent leadership may be able to play an increasingly significant role in facilitating the school principal’s work and fostering school improvement. Accordingly, school principals need to support and encourage parent leadership, particularly in low-SES schools. For that purpose, educators must be more attentive, accepting and value the resources of parents of low-SES schools.

中文翻译：

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资源和影响：在以色列低/中 SES 和高 SES 学校担任领导职位的家长

目的：本研究侧重于家长通过参与集体领导角色参与子女学校的情况。基于 Bourdieu 的方法，当前的分析检查了父母资源类型、学校参与类型及其对不同学校领域的影响之间的联系，同时比较了来自两个社会经济地位 (SES) 水平（低/中和高）的父母。研究设计：参与者包括来自 21 所随机选择的小学的 624 名家长，其中 10 所是低/中 SES 学校和 11 所高 SES 学校。通过问卷收集数据，并基于多变量方差分析和多组结构方程建模方法进行分析。调查结果：研究发现，为了在学校担任领导角色，家长会激活各种与教育相关的资源。一旦获得正式的领导角色，家长可能会觉得自己有权影响学校，主要是在与学校管理领域相关的问题上，例如筹款。尽管高 SES 和中低 SES 学校之间存在一些差异，但家长的领导角色存在相似之处，这可能通过在学校与其环境之间架起桥梁而使学校受益。结论：随着学校变得更加分层，家长领导可能能够在促进校长工作和促进学校进步方面发挥越来越重要的作用。因此，校长需要支持和鼓励家长领导，尤其是在低社会经济地位学校。为此，教育工作者必须更加关注、接受和重视低 SES 学校家长的资源。