Israeli teachers rank near bottom among developed countries, new study finds
Male teachers scored 7.3% lower than male university graduates employed in other professions. Among women, teachers scored 2.6% lower than graduates working outside the education system
A comprehensive new study by the Shoresh Institution for Socioeconomic Research paints a troubling picture of Israel’s education system.
According to findings based on the 2022–2023 Programme for the International Assessment of Adult Competencies (PIAAC), Israeli teachers ranked 17th among educators in the 20 developed countries surveyed.
The study, conducted by Dr. Yael Meltzer, reveals significant gaps in the basic skills of Israeli teachers compared with their counterparts abroad. It also points to a systemic failure to attract highly qualified candidates to the teaching profession.
Israeli teachers trail other university graduates
One of the study’s most concerning findings is the disparity between teachers and other university graduates in Israel.
Across OECD countries, teachers generally score slightly higher than the average university graduate, with a 0.9% gap in their favor. In Israel, however, the pattern is reversed.
Male teachers scored 7.3% lower than male university graduates employed in other professions. Among women, teachers scored 2.6% lower than graduates working outside the education system.
PIAAC results for teachers in 20 developed countries
The findings suggest that Israel has struggled to recruit high-performing university graduates into its education system. The disparity is also reflected in teachers’ academic qualifications: only 37% of Israeli teachers hold a master’s degree, compared with an OECD average of 49%.
The gap is particularly pronounced in science, technology, engineering and mathematics—the fields widely regarded as key drivers of economic growth.
The study found that teachers with academic backgrounds in STEM subjects had significantly weaker skills than similarly educated graduates working in other professions.
STEM teachers scored 14.4% lower in literacy, 10.3% lower in numeracy and 15.9% lower in problem-solving skills.
The findings indicate that many of those responsible for educating the next generation of Israel’s high-tech workforce have substantially weaker basic skills than former classmates who chose careers in industry.