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

A recent study by the Shoresh Institution reveals that Israeli teachers have some of the lowest basic skill levels among 19 OECD countries surveyed. Conducted by Dr. Yael Meltzer between 2022 and 2023 using the international PIAAC skills survey, the research assessed literacy, numeracy, and problem-solving abilities. Israel ranked 16th out of 19, with only Italy, Latvia, and Poland scoring lower.

The study highlights significant skill gaps, especially among academically educated male teachers in Israel, whose scores were 7.3% lower than other Israeli academics and contrasted with OECD countries where teachers generally score higher than other professionals. Female teachers in Israel also lagged behind their academic peers by 2.6%. Teachers with secondary education scored higher than other workers with similar education.

Notably, teachers with academic backgrounds in science and technology showed large deficits compared to similarly educated professionals in other fields, with gaps of 14.4% in literacy, 10.3% in numeracy, and 15.9% in problem-solving. Israel also has a lower proportion of academically qualified teachers (78%) compared to the OECD average (84%), and fewer hold advanced degrees.

Within Israel, disparities are stark: Arab education teachers scored lowest (228 average), followed by ultra-Orthodox (261), secular state education (268), and state-religious education (271), compared to the OECD average of 281. Early childhood educators scored about 10% lower than upper secondary teachers, raising concerns given the critical importance of early years for cognitive and emotional development.

The study also found that Jewish university-educated teachers scored 6.2% lower than other similarly educated workers, while ultra-Orthodox teachers from yeshivas scored higher than their peers. The Shoresh president, Prof. Dan Ben-David, called for revising teacher training admissions, emphasizing actual skills, and suggested a pathway where candidates first earn a university degree in their subject before teacher training. He also urged targeted investment in Arab education and early childhood sectors to close these gaps.

Limor Markenzon Segal, head of education in Ramat Gan, described the findings as a wake-up call, stressing the need to treat teaching as a strategic profession with proper conditions, status, professional development, and compensation to attract top talent.