Alarming study reveals Israeli teachers lag behind global peers substantially in all metrics

A recent study indicates that Israeli teachers perform substantially below their international counterparts in literacy, numeracy, and problem-solving skills. The research, conducted by Yael Melzer of the Shoresh Institution for Socioeconomic Research, analyzed data from the OECD's 2022-2023 Program for the International Assessment of Adult Competencies (PIAAC).

Across all three assessed areas, Israeli teachers scored below the average of 18 comparison countries. This trend persisted even when comparing teachers with similar educational backgrounds. The study highlights a significant skills gap, particularly among academically educated teachers, who scored lower than Israeli professionals with degrees in other fields. This pattern was more pronounced among men.

While international comparisons show similar skill levels between teachers and other degree-holders, academically educated male teachers in Israel significantly lagged behind their male counterparts in non-teaching professions. A smaller, yet noticeable, gap was also observed among women. The study also noted that teachers with academic backgrounds in science, technology, engineering, and mathematics (STEM) in Israel showed the lowest skill levels in literacy and problem-solving among academically educated teachers.

In contrast to the comparison countries, where STEM-educated individuals are typically among the highest-skilled workers, Israeli teachers with STEM backgrounds demonstrated lower proficiency. The findings emerge against the backdrop of broader PIAAC results, where Israeli adults generally scored below the OECD average in all three assessed areas. The study suggests that while a lower percentage of Israeli teachers hold master's degrees compared to their international peers, the skills gap persists even when controlling for educational attainment.