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Article
Separate But not Equal: Stressors in the Work of Arab Teachers in Israel
Author(s)
Yaffa Buskila
Tarek Suliman, Dan Buskila, Ismael Abu Saad
Full-Text PDF XML 589 Views
DOI:10.17265/2159-5542/2020.10.002
Affiliation(s)
Orot Israel College of Education, Rehovot, Israel
Ben-Gurion University of the Negev, Beer Sheva, Israel
ABSTRACT
Teaching is a
stressful profession characterizing the work of teachers. The Neoliberal
reforms have added a further burden on teachers’ work, increasing stress at
work and resulting in negative health, occupational and economic consequences.
The aims of the study were to examine the perceptions of stress factors among
Arab teachers in Israel, and the relationship between Arab teachers’ stress
factors by types of school (elementary, middle school, and high school) and gender. Stress
factors were measured by using an instrument developed by Ablin et al. (2010). Three hundred forty-two
public school Arab teachers participated in the study, of whom 230 were female
and 112 were male. One hundred twenty-five worked in elementary schools, 78 in
middle schools, and 130 in high schools.
The most stressful factors among Arab teachers
were “busy schedule and lack of flexibility”, “the
student composition of the class”, and “conflicting
requirements between school assignments and home responsibilities”. Significant statistical differences were found
between teachers’ stress factors by gender and school type. Female teachers
rated stress factors “the student composition of the class” and “conflicting
requirements between school assignments and home responsibilities” higher than male teachers. Elementary teachers
rated stress factors “student parents”, “lack of proper physical conditions”, and “requirement
to teach a subject other than one’s specialty” higher than high school
teachers. Middle school teachers rated stress factors “school
management”, “general supervisor”,
and “requirement to teach a subject other than one’s
specialty” higher than primary school teachers. The
leading stressor in this study is a result of educational disparities between
Jews and Arabs. Israel formally purports to embrace the liberal responsibility
of providing educational and development opportunities to all of its citizens,
enabling them to actualize their full potential as human beings.
KEYWORDS
stressors in schools, Arab teachers, equality, Israel
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