Parental involvement in school pedagogy: a threat or a promise?

This paper brings together two rich bodies of knowledge that have barely intersected in research: parental involvement the school and processes pedagogical change. Until now, has been studied many contexts, but references to a school’s pedagogy are rare. Management change also extensively, mainly by relating as an organisation functions separately from community context. study, conducted 2019–2021 (including COVID-19 pandemic period), is based on 22 in-depth, semi-structured interviews with parents, principals, senior education officials elementary schools Israel undergoing changes. The share some similar demographic characteristics differ pedagogy: One older characterised traditional (including, for example, frontal teaching standardised evaluation); other new was founded innovative spirit 21st century (for personalised alternative evaluation). findings reveal parents both interested influencing pedagogy, they do so opposite directions: at more promoting learning, while reintroducing practices. contribute discussion gender perspective roles key players. Finally, article offers initial insights regarding parent–school relations, including aspects, following pandemic.