New Study Finds Israeli Teachers Rank Low in Basic Skills Among Developed Countries

A recent study by the Shoresh Institution reveals that Israeli teachers rank 16th out of 19 OECD countries in fundamental skills such as reading literacy, mathematical literacy, and problem-solving. The research, conducted by Dr. Yael Meltzer between 2022 and 2023 using the international PIAAC survey, highlights significant gaps in teachers' knowledge compared to other professionals in Israel and to teachers in other developed countries.

The study found that academically educated Israeli teachers, especially men, scored on average 7.3% lower than other Israeli academics in these core skills, whereas in OECD countries, teachers generally outperform other academics. Female teachers in Israel also lag by 2.6%. Teachers with secondary education scored higher than other similarly educated workers. Notably, teachers with academic backgrounds in science and technology showed particularly large deficits, scoring 14.4% lower in reading literacy, 10.3% lower in math literacy, and 15.9% lower in problem-solving compared to their peers in other professions.

Within Israel, disparities are stark: Arab education teachers scored an average of 228, significantly below the 281 OECD average, while ultra-Orthodox teachers scored 261. Early childhood educators had the lowest scores, trailing upper secondary teachers by about 10% in reading literacy, 9% in math, and 7% in problem-solving, raising concerns given the critical importance of early years for cognitive development.

The study also noted that 78% of Israeli teachers hold academic degrees compared to 84% in OECD countries, with fewer holding advanced degrees. Among Jewish university graduates, teachers scored 6.2% lower than other graduates, while ultra-Orthodox teachers showed the opposite trend, scoring higher than their peers.

Prof. Dan Ben-David, president of Shoresh, emphasized the need to reform teacher recruitment, training, and compensation to attract and retain highly skilled academics. He recommended revisiting admission criteria for teacher training, prioritizing actual skills, and investing in Arab education and early childhood sectors. Limor Marknazon Segal, head of education in Ramat Gan, called the findings a wake-up call, urging the education system to treat teaching as a strategic profession requiring better conditions and professional development.

The study underscores urgent challenges in improving teacher quality in Israel to close gaps with leading OECD countries and enhance educational outcomes.