Schools are not isolated entities; they are deeply embedded in the social fabric of their local communities. The interaction between schools and their surrounding environments plays a critical role in shaping educational outcomes and fostering holistic student development (Barbour et al., 2005). Recognizing the importance of this relationship, this paper seeks to explore the dynamics of collaboration between schools and other systems that influence them. Drawing on Bronfenbrenner’s (1979) ecological systems theory, the research examines the multiple layers of influence that shape school-community interactions, aiming to provide deeper insights into how schools can effectively engage with their communities to create supportive and enriching learning environments.

This relationship is inherently complex, involving a broad network of stakeholders, including parents, local institutions, and various community organizations. Parents, as primary stakeholders, play a crucial role in their children's education, but responsibility for children's development extends beyond the family to include schools and the wider community. Rather than being sequentially distributed among these actors, responsibility should be understood as shared, requiring continuous collaboration (Epstein, 1995). The traditional model of sequential responsibility, in which different actors assume responsibility at different stages, often results in fragmented efforts and missed opportunities for coordination. In contrast, contemporary perspectives emphasize an integrated approach, where cooperation between schools, families, and communities is ongoing and mutually reinforcing.

This shift aligns with the concept of comprehensive partnerships (Epstein, 2001; Smit et al., 2007) recognizing that the upbringing and education of children are collective endeavors, requiring active involvement from all stakeholders who bring in their respective resources to create a network of interdependence. Epstein’s model of school-family-community partnerships underscores this idea, highlighting the overlapping spheres of influence between these key actors and their crucial role in establishing a cohesive support system for students.

Beyond the immediate family-school relationship, schools engage with a variety of other local community actors, such as businesses, cultural institutions, non-governmental organizations, and regional school authorities. These interactions manifest in different ways, including joint projects, resource sharing, and the integration of local knowledge and expertise into the curriculum. The role of school administration is central in facilitating these collaborations, ensuring they align with the institution’s goals and values. At the same time, the extent to which schools can effectively collaborate often depends on the degree of autonomy they have in decision-making. School autonomy, which encompasses the ability to adapt curricula, allocate resources, and design organizational structures, empowers schools to respond more effectively to the specific needs and priorities of their local communities (Pantić i sar., 2012). However, autonomy must be balanced with a strong commitment to shared responsibility, as successful collaboration requires schools to engage meaningfully with external stakeholders.

Ultimately, from an ecosystemic perspective, families, schools, and communities share a common goal: supporting children in reaching their full potential and adequately preparing them for various social roles (Elias et al., 2003 prema Zuković, 2013). Achieving this goal requires a paradigm shift from fragmented, sequential interventions to a coordinated and reciprocal partnership, where all actors actively contribute to the educational and developmental process.

The purpose of this study is to shed light on how the abstract concept of educational partnership manifests in the concrete experiences of a teacher. Through a micro-level analysis, the study aims to contribute to the understanding of macro-level systemic processes within the school context.

This study is part of a broader on-going ethnographic research project which started in the year 2023. The study was conducted in one school in the capital city selected for its successful leadership, teacher cooperation and students’ success on the final exam. The ethnographic approach allowed for an in-depth understanding of the everyday school environment and the dynamics of interactions between teachers, students, parents, and educational institutions, while also shedding light on aspects of the educational system that were not initially the focus of the study’s design. Data collection was based on a combination of sources. Firstly, ethnographic field notes during the 3-month period through continuous, everyday presence in the school and participation in various activities were gathered. Secondly, semi-structured interviews were conducted to provide deeper insight into participants’ professional experiences. Finally, documentary materials were analyzed to contextualize the institutional mechanisms and formal aspects of school-external actor relationships. For the purposes of this study, particular attention was given to the experiences of one teacher during her one-year employment in the school, with a specific focus on her interactions with parents and representatives of the district educational office and educational inspection. By examining her experiences, the study seeks to, on a micro-level, illustrate how the school operates within a broader social and institutional framework and to highlight the challenges teachers /school face in collaborating with various stakeholders. The analytical framework of this research project is grounded in cultural-historical activity theory (Engeström, 2000), which provides a meaningful lens for understanding the interactions between the school and external structures. This theoretical perspective allows for an examination of how different systems—educational, familial, and institutional—overlap and influence one another. For the purpose of this particular study we have partially switched the perspective and examined the process of educational partnerships through the lenses of an individual teacher. By adopting this methodological approach, the study both documents specific events entrenched in a singular professional teacher’s path, but also situates them within the larger context of educational policies, institutional norms, and everyday practices that define the school’s engagement with its key partners.

This study identifies three key moments that illustrate the evolving relationship between the school and its external actors. The first is the teacher’s arrival as a one-year substitute, assuming home teacher responsibilities while facing parental resistance and adapting to administrative demands. The second moment occurs during the school year with the visit of the educational inspection, revealing formal oversight mechanisms and their effects on school dynamics. The third critical point is the teacher’s departure, marked by parental resistance and the involvement of the district educational office. By focusing on these concrete experiences, this study moves beyond generalized notions of school-community interactions. Instead of attempting to establish an abstract norm—which, in reality, does not exist—this research emphasizes the depth of insight gained through the detailed examination of a singular case. This approach underscores the value of qualitative research in understanding education as a dynamic, contextually embedded system. In light of contemporary debates on the role of educational research in shaping future practice, this study highlights the necessity of capturing nuanced, real-world educational experiences. Education’s function in society is continuously contested, both politically and scientifically, yet discussions often overlook the importance of understanding micro-level interactions. In a world of ideological tensions, technological transformations, and social uncertainties, educational research must not only address systemic challenges but also explore the lived realities of educators navigating these complexities. By examining one teacher’s experience with institutional expectations, parental relations, and external oversight, this study offers a grounded perspective on the forces shaping school dynamics. In doing so, it aligns with the broader goal of educational research: fostering a deeper understanding of education’s role in an evolving and uncertain world.

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