Teacher shortage in Israel

A policy analysis of recruitment, preparation, and retention

Datos Bibliográficos

ID21494450
AutoresSmadar Donitsa‐Schmidt (0000-0003-2477-3967, Kibbutzim College of Education, Technology and the Arts, autor de correspondencia)
Año2025
Volumen51
Número5
Páginas847-865
Fecha de publicación2025-10-20
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Education for Teaching International Research and Pedagogy (JOURNAL)
Identificadores de la revistaISSN: 0260-7476 • E-ISSN: 1360-0540
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02607476.2025.2563153
OpenAlexW4414346995
IdiomaEN
Citas recibidas3
Referencias citadas32

This study examines the teacher shortage crisis in Israel, analysing its quantitative and qualitative dimensions, root causes, and policy responses at both national and school levels. It focuses on three critical stages in the teacher pipeline where the shortage intensifies: declining enrolment in teacher education programmes, low entry rates into the profession, and high early-career attrition. These stages reflect the dual nature of the crisis, both numerical and professional. The study further reveals a deep misalignment between teacher preparation and actual workforce needs, compounded by ineffective placement practices and a lack of centralised data infrastructure. Although a range of strategies, at both national and institutional levels, have aimed to address the shortage, the analysis finds that these efforts remain fragmented, short-term, and often poorly coordinated. Moreover, the shortage is no longer just a staffing issue; increasingly, it undermines educational equity and learning outcomes, particularly in core subjects such as mathematics, science, and literacy. The study argues that without bold structural reform and a sustained, system-wide commitment to workforce planning, recruitment, and retention, grounded in reliable data and long-term investment, Israel’s education system will remain vulnerable to instability and decline in instructional quality. While rooted in the Israeli case, the findings carry broader implications for international education systems grappling with similar challenges. The study offers insights into global patterns of teacher shortages and contributes to the growing call for systemic, coordinated policy responses worldwide

Economic shortage · Policy analysis · Public policy · Collaborative Teaching and Inclusion · Early Childhood Education and Development · Teacher Education and Leadership Studies