Teacher shortage in Israel
A policy analysis of recruitment, preparation, and retention
Bibliographic Data
| ID | 21494450 |
|---|---|
| Authors | Smadar Donitsa‐Schmidt (0000-0003-2477-3967, Kibbutzim College of Education, Technology and the Arts, corresponding author) |
| Year | 2025 |
| Volume | 51 |
| Issue | 5 |
| Pages | 847-865 |
| Publication date | 2025-10-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2025.2563153 |
| OpenAlex | W4414346995 |
| Language | EN |
| Citations received | 3 |
| References cited | 32 |
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
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World Class
Introduction
Learning from those who no longer teach
Pisa 2018 Results (Volume V)
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |