This document examines the potential of recruiting Israeli Defense Forces (IDF) reservists for teaching positions, particularly in light of the "Swords of Iron" war and the ongoing teacher shortage in Israel's education system. Using both quantitative and qualitative research methods, the study explores motivation levels, deterrent factors, and possible solutions to address the critical manpower gaps in Israeli schools. The research reveals that reserve soldiers, especially officers who served during the recent conflict, demonstrate significantly higher motivation to enter teaching positions in peripheral areas, highlighting a unique opportunity to transform Israel's education system through the integration of military leadership skills into classroom settings.

1. Introduction and Background

Israel's education system faces complex challenges characterized by high teacher turnover and difficulty recruiting quality personnel. These challenges are exacerbated by geographic disparities, the lingering effects of the COVID-19 pandemic, and most recently, the "Swords of Iron" war. The convergence of these factors has created both challenges and opportunities for educational reform.

Periods of social crisis often ignite public concern regarding education, with individuals becoming motivated to contribute in various ways. The current study seeks to examine how the "Swords of Iron" war has influenced motivation to join the teaching profession, with a particular focus on reserve soldiers and the factors that may deter them.

Current Challenges

• High teacher turnover and recruitment difficulties

  
  

• Geographic and social disparities in educational quality

  
  

• Increasing parental involvement and criticism

  
  

• Eroding teacher authority and status

  
  

• Gap between traditional teaching methods and 21st-century skills

  
  

Research Foundation

• Students' success depends on teachers' personal abilities and flexibility

  
  

• Recent crises have intensified teacher burden and exhaustion

  
  

• The war has led to growth in educational leadership and mutual responsibility

  
  

• Military experience may provide valuable transferable skills for teaching

  
  

The research is grounded in the assumption that student success depends significantly on teachers' personal abilities, their flexibility, and their perception of teaching as a mission rather than merely a job. Although recent crises have intensified the burden on teachers, they have also fostered educational leadership and a spirit of mutual responsibility within Israeli society.

This study hypothesizes that the current situation presents a unique opportunity to harness positive social forces and inject renewed energy into the education system by recruiting individuals who bring leadership skills and mission-oriented perspectives from their military service, particularly those who served during the "Swords of Iron" war.

2. Challenges Facing the Teaching Profession in Israel

The education system in Israel confronts significant obstacles that contribute to high teacher turnover and difficulties in recruiting high-quality personnel. Teacher exhaustion stems largely from the widening gap between students' needs and conventional teaching methods. As the traditional role of teachers as knowledge providers diminishes in the information age, the emphasis shifts toward developing skills in information orientation, critical thinking, and independent learning.

Status Concern

The percentage of participants who cited low social status and lack of respect as the primary reason for avoiding the teaching profession

Subject Preference

Percentage of respondents interested in teaching social studies, language, culture and heritage subjects rather than STEM fields

War Service

Percentage of study participants who served in the IDF during the "Swords of Iron" War, showing higher motivation to teach

Reasons for Leaving and Avoiding Teaching

Teachers leaving the education system is a complex phenomenon stemming from multiple cumulative factors:

Systemic Factors

• Exhaustion and low compensation relative to workload

  
  

• Excessive bureaucracy and administrative demands

  
  

• Insufficient professional development opportunities

  
  

• Reduction in teaching hours for special education

  
  

• Transfer of responsibilities to local authorities without adequate support

  
  

• Lack of evaluation and unsatisfactory working conditions

  
  

Classroom Challenges

• Difficulty managing student behavior

  
  

• Mismatch between required skills and traditional teaching methods

  
  

• Diminishing role as knowledge provider in the information age

  
  

• Increasing parental involvement and criticism

  
  

• Lack of authority and support from administration

  
  

• Limited opportunities for innovation and professional autonomy

  
  

These factors not only contribute to current teachers leaving the profession but also deter potential candidates from entering it. The gap between 21st-century skill requirements and traditional teaching methods represents a significant barrier, as the teaching role increasingly requires advanced mediation skills rather than simply conveying information.

3. Authority, Parental Involvement, and Teacher Exhaustion

The authority of teachers in the Israeli education system plays a crucial role in shaping the learning environment and educational outcomes. However, research points to significant challenges in maintaining this authority, creating a cycle that contributes to teacher exhaustion and attrition.

Eroding Authority - Teachers report a chronic mismatch between systemic requirements and practical abilities, leading to decreased authority in the classroom

Increased Stress - The pressure to function within rigid frameworks with insufficient support intensifies feelings of helplessness and frustration

Teacher Exhaustion - Continuous stress and lack of authority lead to burnout, affecting both teacher well-being and educational effectiveness

Professional Exit - Exhausted teachers leave the profession, exacerbating shortages and creating a cycle of declining educational quality

Parental Involvement Effects

Parental involvement in the Israeli education system has significantly impacted the social status of teachers, often leading to an erosion of their authority and exacerbating exhaustion. Teachers frequently face high expectations and critical interactions from parents, undermining their professional standing and contributing to stress. This dynamic is particularly pronounced in schools with inclusion policies, where parents from diverse socioeconomic backgrounds express dissatisfaction with educators' abilities to meet their children's varied needs.

"I'm the sister of an amazing language teacher, a graduate of the honors program, and I'm worried that she's afraid to integrate into the education system; She is afraid of the challenges that teachers face today, the impact of the behavior of students and parents, and the regulations of the Ministry of Education, which may wear her down and make her feel humiliated, and I am sorry that her talent will not be expressed."

The COVID-19 pandemic intensified these dynamics, as many parents participated in virtual classes, gaining unprecedented visibility into curriculum delivery. This exposure led to increased parental involvement and criticism of the education system. The constant pressure from parents, combined with systemic problems, creates an environment where teachers struggle to maintain their professional authority, leading to increased exhaustion and declining educational quality.

In summary, the education system in Israel faces growing challenges as teachers must adapt their roles to 21st-century skill requirements while contending with exhaustion, low wages, overwork, lack of authority, and increased parental involvement. These factors create a perfect storm that drives teacher attrition and deters new candidates from entering the profession.

4. Geographic Disparities and Educational Challenges in the Periphery

Israel faces a chronic shortage of teaching personnel in schools located in peripheral regions, creating significant educational disparities between center and periphery. This challenge is particularly evident in core subjects such as mathematics and English, where qualified teachers are most scarce. The research identifies several key factors contributing to this persistent shortage.

Insufficient Incentives - Schools in peripheral areas often lack competitive incentives to attract and retain qualified teachers, making it difficult to compete with opportunities in central regions.

Cultural Alienation - Teachers from central areas may experience a sense of alienation toward the culture of the periphery, creating barriers to integration and long-term commitment.

Negative Stereotypes - Stereotypical attitudes toward cultural diversity and a negative image of disadvantaged localities deter young teachers from accepting positions in peripheral communities.

High Turnover - Many teachers who do accept positions in peripheral areas leave after a short period, creating instability in school staffing and educational continuity.

The consequences of teacher shortages on educational quality are profound. Schools in peripheral areas often resort to creative but sometimes inadequate means of recruiting teachers, including hiring individuals without appropriate training or qualifications. The lack of permanent and expert teachers impairs the ability to provide students with equal educational opportunities and diminishes the emotional and pedagogical support available to students who may already face socioeconomic challenges.

The Crucial Role of Inspiring Teachers

Research highlights the critical importance of inspiring teachers in reducing youth dropouts, especially in peripheral areas. These teachers create positive relationships with students, enhance their sense of belonging, and encourage belief in their ability to succeed. By establishing safe and supportive learning environments, they help students navigate both personal and academic challenges.

Inspirational teachers are characterized by their ability to present material in engaging ways relevant to students' lives, using diverse teaching methods to connect with different learning styles. The study suggests that reserve soldiers' military service experiences could provide valuable qualities such as discipline, responsibility, and leadership—attributes that could serve as positive role models, particularly in the context of Israel's social-military ethos.

In conclusion, addressing the educational challenges in Israel's periphery requires a multi-system approach and cooperation between government ministries and local authorities. The research indicates that recruiting reserve soldiers, especially officers with leadership experience, could help bridge these gaps by bringing needed skills and a strong sense of mission to underserved schools.

5. The "Swords of Iron" War as a Catalyst for Social Action

Social emergencies, such as wars or natural disasters, frequently disrupt education systems and increase the need for volunteers to maintain learning continuity. During such periods, citizen involvement in education typically increases, with people from diverse backgrounds—retirees, students, and professionals from other fields—offering assistance. Their motivations range from civic responsibility and community service to belief in education's importance during difficult times.

Increased Solidarity - The war triggered unprecedented levels of social solidarity and collective action across Israeli society

Widespread Volunteering - Extensive volunteering and establishment of civil society organizations to provide assistance to war victims

Evacuee Support - Special emphasis on supporting and absorbing evacuees from conflict zones, particularly within the education system

Center-Periphery Connection - Strengthened bonds between central and peripheral regions through shared crisis response and mutual aid

The "Swords of Iron" war had a profound impact on mutual responsibility in Israeli society. With the conflict's outbreak came a marked increase in solidarity and collective action, triggered by the immediate and severe impact on civilian populations. This heightened sense of mutual responsibility manifested through extensive volunteering and the formation of numerous civil society organizations aimed at providing assistance to war victims.

Impact on Teachers and Educational Leadership

During the war, teachers faced extraordinary challenges: establishing temporary educational frameworks, supporting traumatized students, and managing their own personal upheavals. The evacuation of thousands of residents complicated communication and trust-building. However, the ongoing conflict also strengthened teachers' status, with many being drafted into reserves while others demonstrated remarkable initiative and resourcefulness.

"The educational leadership was required to demonstrate flexibility and creativity in solving problems, with an emphasis on cooperation and open communication – teachers, students, parents, and local authorities."

Educational leadership during the war was characterized by rapid response capabilities and immediate action. Principals and decision-makers implemented existing emergency plans while making real-time adjustments to address changing needs. This required flexibility, creativity, and enhanced cooperation between teachers, students, parents, and local authorities.

Notably, one of the most significant phenomena during this period was the connection between the Israeli army and the education system, primarily mediated by teachers who served in reserves during the war. These teachers received high appreciation, reflecting the general trust Israeli society places in its reserve system.

Understanding these dynamics—the motivations behind civic involvement and the challenges and opportunities of integrating volunteers into education—can help develop more effective strategies for improving Israel's education system, particularly in the wake of the "Swords of Iron" war.

6. Global Perspectives: The Impact of Conflict on Teaching

The impact of ongoing armed conflicts on teacher performance is well-documented in international research. Studies from various conflict zones provide valuable insights into how prolonged warfare affects educators' psychological well-being, professional motivation, and classroom effectiveness.

Emotional Burnout - Research in Lebanon (Shaaban, 2014) found that teachers in conflict zones develop symptoms of emotional burnout and helplessness when confronting students' trauma-related difficulties

Secondary Trauma - Studies in Gaza and the West Bank (Thabet et al., 2009) revealed high rates of secondary trauma among teachers regularly working with traumatized children

Pedagogical Disruption - Ukrainian research (Yatsenko, 2023) documented teachers developing alternative learning approaches in improvised spaces, increasing stress and professional pressure

Dual Impact - Israeli studies during Operation Guardian of the Walls (2021) found teacher-parent relationships either strengthened through shared adversity or strained by unrealistic expectations

Effects on Teacher Motivation and Mission

Studies indicate a complex relationship between conflict and teacher motivation. While many teachers in combat zones report decreased motivation, especially without institutional support (O'Toole & Friesen, 2016), others experience an increased sense of mission—a stronger desire to protect children, maintain routines, and provide meaning amid chaos.

Teacher-Student Relationships

Conflict situations often transform teacher-student dynamics in complex ways:

• Teachers typically develop stronger emotional bonds with students showing anxiety or trauma

  
  

• Relationships often shift toward more parental-like roles (Lopes Cardozo et al., 2013)

  
  

• Community or political tensions can make open emotional dialogue difficult

  
  

• Discussions around identity, nationalism, or revenge become particularly challenging (Bar-Tal & Rosen, 2009)

  
  

Teacher-Parent Relationships

Conflict similarly transforms interactions between teachers and parents:

• Relationships range from strengthened bonds through shared adversity to increased tensions

  
  

• Parents often make heightened demands or place excessive responsibility on teachers

  
  

• In Gaza, parents viewed teachers as supportive figures but also expected them to fulfill informal psychological roles (Abdeen et al., 2008)

  
  

• Lack of institutional stability impairs trust-building with parent communities (El Tom, 2018)

  
  

These findings from global conflict zones highlight the complexity of teaching during wartime. Educators must navigate heightened expectations while managing their own trauma responses. The research suggests that effective support systems and recognition of teachers' expanded roles are essential to maintaining educational quality during prolonged conflicts.

Israel's situation with the "Swords of Iron" war reflects many of these global patterns, but with the unique dimension of reserve service creating additional connections between military and educational contexts. This intersection presents both challenges and opportunities for leveraging wartime experiences to strengthen the education system.

7. Research Methodology and Findings

This study employed a mixed-methods approach combining quantitative and qualitative research techniques to examine the willingness of IDF reservists to enter teaching positions, particularly in light of the "Swords of Iron" war.

Research Design

Quantitative Component

• 523 Israeli citizens aged 21-50 participated

  
  

• Online questionnaire administered December 2024-January 2025

  
  

• Key areas assessed: willingness to teach, deterrent factors, and interest in peripheral teaching programs

  
  

• 43% of participants served in the IDF during the "Swords of Iron" War

Qualitative Component

• 50 randomly selected participants underwent semi-structured interviews

  
  

• One-hour telephone interviews explored perceptions of teaching

  
  

• Emotional perspectives on teaching position shortages and potential solutions

  
  

• Thematic analysis of interview transcripts

  
  

Research Limitation: The study focused exclusively on Jewish society in Israel. The ultra-Orthodox sector was not included because this population does not typically participate in the social networks where the internet survey was published. Additionally, the unique cultural contexts and educational characteristics of the ultra-Orthodox community differ significantly from mainstream Israeli society, warranting separate examination.

Key Quantitative Findings

The regression analysis revealed several significant predictors of motivation to enter teaching positions in peripheral areas:

Key Qualitative Findings

Authority and Support

Most participants identified lack of authority and administrative backing as primary deterrents. Many expressed concerns about managing student discipline and navigating parent interactions without adequate support systems.

Social Status

The social status of teachers in Israel was consistently highlighted as a significant challenge. Approximately 60% of participants cited this as the main reason for avoiding the teaching profession.

Subject-Specific Concerns

Science/tech teachers (25%) focused on infrastructure and entrepreneurship, while social subject teachers (74%) emphasized discipline and support.

The categorical analysis revealed that teaching positions are not viewed as status symbols in Israeli society. Economic factors and work environment concerns were secondary to status and authority issues in participants' decision-making. Student discipline problems and challenging parent communications emerged as accelerating factors for burnout and frustration.

"I truly believe that teaching in the field of ICT is important, especially today. But I look at the system and I'm not sure that it's built to deal with the real challenges – maybe that's precisely why we have to go in and try to change from within."

— Study participant interested in technology teaching

These findings collectively suggest that while salary remains a consideration in joining the teaching profession, values-based factors carry greater weight in the decision-making process, particularly among those who served during the "Swords of Iron" war.

8. Discussion: Opportunities and Implications

The findings indicate that the "Swords of Iron" war presents a significant opportunity for Israel's education system to recruit high-quality personnel, particularly from among reserve soldiers. This opportunity involves addressing prejudices about teaching, especially regarding salaries, entrepreneurial space, and innovation—areas that the education system has been working to improve but that are still perceived problematically.

War as an Opportunity - The "Swords of Iron" war represents a dramatic event that has mobilized Israeli society and increased willingness to engage in meaningful social action. Research indicates this readiness is particularly pronounced among reservists, especially officers, whose social awareness and community orientation are already heightened (Itsik, 2022).

Leadership Transfer - Military officers possess leadership skills that directly address a primary challenge for teachers: classroom management and leadership (Cohen-Azaria, 2011). Unlike typical teaching candidates, officers are selected specifically for leadership capabilities.

Mission Orientation - Many study participants view education as potential for self-fulfillment and societal contribution, aligning with Maslow's concept of self-actualization. This perspective may make military personnel more suited to educational roles.

Career Complementarity - Reserve service provides a complementary career path that enables simultaneous fulfillment of leadership roles in military contexts and educational settings, both serving high-order social values.

Addressing the Status Challenge

The status of teachers has experienced significant upheaval in recent years. Teachers often serve as the frontline recipients of social tensions and family conflicts. The combination of their prominent social position, perceived systemic inflexibility, and compensation that doesn't compete with high-wage sectors (particularly technology) has created stigmatization of the teaching profession (Oplatka, 2012).

Teachers' unions have sometimes exacerbated this image problem by framing their struggles in purely financial terms, overlooking other critical factors. The status of teaching has been harmed primarily by non-wage factors, including social stigmatization and cultural shifts that prioritize "sexier" professions in today's postmodernist context, where traditional concepts of "fact," "historical truth," and establishment have been challenged.

"If education is the order of the day, and it is the basic platform for everything that exists in society and the state, it must be prioritized in the human capital that can enter the system, and not just the maintenance of the human capital that exists in it."

Recruiting reserve officers could enhance teacher status, as these individuals typically enjoy positive public perception. Israeli society demonstrates clear positive sentiment toward reservists (Itsik, 2022), particularly during the "Swords of Iron" war. Officers bring valuable leadership skills, flexibility in complex environments, pressure management capabilities, and foundational leadership abilities that could transform classroom dynamics and school culture.

There exists a clear symbiosis between teacher exhaustion and professional status—low status contributes to exhaustion, and visible exhaustion further diminishes status. Addressing the definition of teaching and its professional characteristics is essential. As information becomes universally accessible, the teacher's role must evolve from knowledge provider to research facilitator, emphasizing student-centered rather than classroom-focused approaches (Seeley, 2014).

9. Conclusions and Recommendations

This study demonstrates that the "Swords of Iron" war has created a unique "time of willingness" that could be leveraged to strengthen Israel's education system. The waves of social commitment triggered by the conflict present an opportunity to significantly advance teacher quality while addressing factors that typically deter candidates from entering the profession.

Create Targeted Recruitment Programs

Develop specific pathways to recruit reserve officers into teaching positions, emphasizing their leadership skills and mission orientation. Focus particularly on those who served during the "Swords of Iron" war, who demonstrate higher motivation for teaching in peripheral areas.

Address Status and Authority

Implement policies that enhance teacher authority and status through professional development, public campaigns highlighting teaching's social value, and structural reforms that give teachers greater autonomy and decision-making power.

Improve School Environment

Create more flexible, innovation-friendly school environments that allow for entrepreneurship and creative teaching approaches. Update infrastructure to support modern educational methodologies, particularly in STEM subjects.

Facilitate Ministry Coordination

Establish inter-ministerial coordination between Defense and Education Ministries to facilitate smooth transitions for reservists entering teaching positions, including recognition of military leadership experience in educational contexts.

Strategic Implications

The connection between the IDF and the education system is natural and historically significant. The IDF was originally conceived as a "nation-building army" with an educational mission, requiring its commanders to function as educators. From this perspective, IDF officers represent clear potential for educational positions, bringing leadership and moral foundations developed through military service.

This research indicates that officers who served in the "Swords of Iron" war demonstrate particular willingness to assume teaching roles in peripheral areas—addressing a critical national challenge of chronic teaching shortages in these regions. Leveraging this population could provide significant momentum for Israel's education system and society as a whole, emphasizing their potential as leaders and inspirational teachers.

"The fact that Israel has a 'Citizen-Soldier' military model, and that most of it is based on reservists, is an opportunity to be recruited into the education system, will be the ultimate realization of founding father's concept that the positive energies inherent in the IDF are an engine for society as a whole."

National-level action is required to integrate this population into the education system through a comprehensive program coordinating efforts between government ministries. Such a program would improve not only teacher quality but also peripheral development, addressing multiple national priorities simultaneously.

If education truly represents the foundation for societal and national development, it must prioritize recruiting the highest quality human capital available. Israel's "Citizen-Soldier" military model, with its emphasis on reserve service, provides a unique opportunity to channel positive energies from the IDF into the education system, fulfilling the founding vision that military service should benefit society beyond security concerns.

The "Swords of Iron" war, despite its tragic circumstances, may thus catalyze meaningful educational reform that strengthens both Israel's schools and its social fabric, particularly in peripheral regions that have historically struggled with educational inequality.