Israeli teachers report high satisfaction, but face growing shortages, study shows

OECD survey finds Israel leads in job morale and AI use, yet suffers from lack of certified teachers and uneven societal appreciation.

Israeli middle school teachers report some of the highest levels of job satisfaction among OECD countries, according to the latest Teaching and Learning International Survey (TALIS), released last week by the National Authority for Measurement and Evaluation in Education (RAMA).

The OECD-led survey collected responses from 3,227 teachers and 198 principals in Israel between March and May. Fifty-five countries participated this year, including 30 OECD member states.

According to the survey, 93% of teachers in Israel said they are satisfied with their jobs, exceeding the OECD average of 89%. In addition, 78% said they would choose the teaching profession again, compared to 72% across OECD countries.

The leading source of motivation among Israeli teachers is the opportunity to shape future generations. Eighty-five percent cited this as their primary reason for entering the profession, the highest rate among all countries surveyed. The OECD average stood at 62%.

Shortage of qualified teachers

While overall satisfaction is high, nearly half of Israeli middle school principals reported that a shortage of certified teachers is affecting the quality of teaching. This figure is more than twice the OECD average of 23% and is the highest among the participating countries.

RAMA noted that the share of schools reporting teacher shortages has grown by approximately 10% since 2018. However, it cautioned that the increase is not statistically significant and could be due to sampling variability rather than an upward trend.

Israeli teachers lead in classroom AI use

The use of artificial intelligence tools in classrooms is more widespread in Israel than in many other OECD countries. Forty-four percent of teachers reported using AI tools in their work, compared with 36% of teachers across the OECD.

The highest usage was recorded in the Arab education sector, where 53% of teachers reported using AI. Common uses include lesson planning and the creation of learning materials.

Despite this trend, many teachers, particularly veteran educators, expressed a need for additional training. A total of 41%said they require professional development in AI-related skills, compared with 29% across the OECD.

Low societal appreciation remains a concern

Perceptions of societal respect for teachers remain mixed. Thirty percent of Israeli teachers said they feel valued by society, above the OECD average of 22%, but responses varied widely between sectors.

Only 17% of teachers in the state (mamlachti) education system said they felt appreciated, compared with 34% in the state-religious (mamlachti dati) system and 55% in the Arab sector.

RAMA warned that low perceived societal appreciation significantly increases the likelihood of teachers leaving the profession.