Abstract
ABSTRACT This study explored how two types of parental involvement, collaboration and conflict, related to teachers’ commitment to their school. As political skills involve understanding others at work and using that knowledge to influence in ways that serve personal or organizational objectives, we proposed that these skills act as a resilience factor for teachers in challenging interactions with parents. The research involved a questionnaire administered to 296 teachers. The results support the hypothesis of a connection between parental involvement and teachers’ commitment. Moreover, teachers with strong political skills experienced less impact on their commitment when facing problematic relationships with parents.
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