EDUCATIONAL LEADERSHIP OF PRIMARY SCHOOL TEACHERS IN BUILDING PARTNERSHIP WITH PARENTS UNDER SOCIAL CHALLENGES

Abstract

The chapter examines the transformation of the primary school teacher's role in the system of interaction with the parent community under conditions of social turbulence. The author substantiates the need to move from the traditional one-way communication model to strategies of active participation and coaching. The essence of the teacher’s leadership potential lies in shaping a safe and resilient educational environment. Particular attention is given to the concept of a “community of resilience,” understood as a dynamic socio-pedagogical environment of horizontal support and collective self-reliance. The study details practical tools for implementing leadership influence, including the architecture of the digital space and the ethics of remote communication. It also describes innovative forms of parental engagement, such as facilitative strategic sessions, resource meetings, and project-based participation. The theoretical rationale and synthesis of practical experience support the argument that the use of coaching technologies enables the teacher to shift the focus from conflict resolution to unlocking the community’s internal resources. The role of the leader’s emotional intelligence in stabilizing the classroom community under crisis conditions is identified. The paper offers a systemic perspective on building the class's social capital through digital hygiene and the co-construction of educational meanings. The proposed conceptual approach enables viewing the formation of a community of resilience as a promising indicator of the effectiveness of the contemporary teacher-leader.