Skip to main content
SpringerLink
Log in

The Influence of COVID-19 Crisis on Teachers’ Attrition in Israel 2021

  • Conference paper
  • First Online:
Post-Pandemic Realities and Growth in Eastern Europe (GSMAC 2022)

Part of the book series: Springer Proceedings in Business and Economics ((SPBE))

  • 192 Accesses

Abstract

On March 2020, when the World Health Organization has announced COVID-19 an official pandemic and global health crisis, most schools around the world were closed, and education systems were forced to move to online learning. This article’s goal is to examine whether the COVID-19 crisis may exacerbate teacher’s attrition phenomenon in Israel. The COVID-19 crisis has forced teachers to move from traditional teaching to online teaching, without any preliminary preparation. This article is based on a qualitative pilot research conducted in Israel (August 2021), which included questionnaires for teachers using social network groups. 50 teachers from elementary and junior high school have participated the sample.

The findings indicate that the COVID-19 crisis brought new challenges for teachers alongside new opportunities for professional growth. Teachers prefer the tradition “face to face” teaching, and distance teaching increased both their stress and professional load. The research findings do not indicate extreme changes in attrition rate due to this crisis, but this article suggests that the education systems in Israel should take this opportunity and raise the teacher’s status in Israel, a factor that will lead to reduce teacher’s attrition in the future. Finally, since COVID-19 is still here and continues threatening teaching staff work routine, teacher’s attrition data should be observed and monitored in the next years in the course and after this crisis in order to receive better understanding of its influences.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Adi-Rakach, A., & Gonen, S. (2013). School principals’ perceptions about superintendents’ role and the municipal councils’ role in varied school surroundings. Iunim Bachinuch, 33, 105–130.

    Google Scholar 

  • Allensworth, E., Ponisciak, S., & Mazzeo, C. (2009). The school’s teachers leave: Teacher mobility in Chicago Public Schools. Consortium on Chicago School Research.

    Google Scholar 

  • Arviv-Elyashiv, R., & Zimermen, V. (2013). Dropout from teaching in Israel? Who is the dropout teacher? And how does the educational system deal with the phenomenon? Mofet Institute.

    Google Scholar 

  • Arviv-Elyashiv, R., & Zimermen, V. (2015). Who is the dropout teacher? Demographic, occupational, and institutional characteristics of dropouts from teaching. Dapim, 59, 175–206.

    Google Scholar 

  • Bar Zohar, B., & Josefberg Ben-Yehushua, L. (2020). Lack of teachers: Background, challenges and ways of coping. Mofet Institute.

    Google Scholar 

  • Barber, M., & Morshed, M. (2008). How the world’s Best-Performing School systems come out on top. McKinsey Report 2008. Hed Hachinuch, 82(6a), 1–32. https://avneyrosha.org.il/resourcecenter/resoursesdocs/%D7%93%D7%95%D7%97%20%D7%9E%D7%A7%D7%99%D7%A0%D7%96%D7%99.pdf

    Google Scholar 

  • Ben Avot, A. (2020). The influence of COVID-19 on education systems in the world. Internet Forum Lecture. https://us02web.zoom.us/rec/play/bk47rlKRkjQ6cUvOmNfsgbnrXNQIZPpJGh4rnrC1H3OODe0dTTMsx6bHhAnNobqNZjDNfbtSjQccFKG-.yHbOs3OGB2sXzOWN?continueMode=true&_x_zm_rtaid=8WimFD8_RsChhKd4sxdkkA.1642277129998.b293dfe301a500c0eb29ca1759f11be7&_x_zm_rhtaid=805

    Google Scholar 

  • Blass, N. (2020). Opportunities and risks in the education system following the COVID-19 crisis: Overview. Taub Center for Social Policy Study in Israel. Chapter from the State Report 2020.

    Google Scholar 

  • Boe, E. E. (2007). Trends in the turnover of teachers from 1991–2004: Attrition, teaching area, transfer and school migration. University of Pennsylvania.

    Google Scholar 

  • Bothma, C. F., & Roodt, G. (2013). The validation of the turnover intention scale. Journal of Human Resource Management, 11(1), 12–28.

    Google Scholar 

  • Brewer, C. S., Kovner, C. T., Greene, W., Tukov-Shuser, M., & Djukic, M. (2012). Predictors of actual turnover in a national sample of newly licensed registered nurses employed in hospitals. Journal of Advanced Nursing, 68(3), 521–538.

    Article  Google Scholar 

  • Bullough, R. V., Hall-Kenyon, K. M., & KacKay, K. L. (2012). Head Start teacher wellbeing: Implications for policy and practice. Early Childhood Education Journal, 40(6), 323–331.

    Article  Google Scholar 

  • Buric, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302. https://doi.org/10.1016/j.learninstruc.2019.101302

    Article  Google Scholar 

  • Buskila, Y., & Hen Levi, T. (2020). Teachers without air: Mapping the stressors in teachers’ work. Gilui Daat, 16, 71–94.

    Google Scholar 

  • Carmel, R., & Badash, M. (2019). Perceptions about factors of perseverance and dropout among English teachers. Zman Hinuchi, 5, 113–137.

    Google Scholar 

  • Casacchia, M., Cifone, M. G., Giusti, L., Fabiani, L., Gatto, R., Lancia, L., Cinque, B., Petrucci, C., Giannoni, M., Ippoliti, R., Frattaroli, A. R., Macchiarelli, G., & Roncone, R. (2021). Distance education during COVID 19: An Italian survey on the university teachers’ perspectives and their emotional conditions. BMC Medical Education, 21(1), 335.

    Article  Google Scholar 

  • Catalan, A. A., Sevil, J., Kim, L. E., Klassen, R. M., & Gonzalez, L. G. (2019). How should stressors be examined in teachers? Answering questions about dimensionality, generalizability and predictive effects using the Multicontext Stressors Scale. International Journal of Environmental Research and Public Health, 6(18), 3388. https://doi.org/10.3390/ijerph16183388

    Article  Google Scholar 

  • Central Bureau of Statistics. (2019). Internal mobility and leaving the system among teaching staff, 2000–2018.

    Google Scholar 

  • Chang, M.-L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218.

    Article  Google Scholar 

  • Chief Scientist Office of Israel. (2021). Assessing education status following COVID-19 crisis – Strategy and Planning Division, Israel innovation authority. https://meyda.education.gov.il/files/planning/megamotcoronamatzeget.pdf

  • Clandinin, D. J., Long, J., Schaefer, L., Downey, C. A., Steeves, P., Pinnegar, E., Mckenzie, S. R., & Wnuk, S. (2015). Early career teacher attrition: Intentions of teachers beginning. Teaching Education, 26(1), 1–16.

    Article  Google Scholar 

  • Dahan, Y., Abu Rbia Queider, S., Yona, Y., Biton, A., Hasan, S., Levy, G., Masalha, M., Safrai, Y., & Pinson, H. (2020). COVID-19 crisis and its impact on Israeli education system. Crisis-Experts Organization.

    Google Scholar 

  • Darling-Hammond, L., Furger, R., Shields, P., & Sutcher, L. (2016). Addressing California’s emerging teacher shortage: An analysis of sources and solution. Learning Policy Institute.

    Google Scholar 

  • Den Brok, P., Wubbels, T., & Van Tartwijk, J. (2017). Exploring beginning teachers’ attrition in the Netherlands. Teachers and Teaching: Theory and Practice, 23(8), 881–895.

    Article  Google Scholar 

  • Donista-Schmidt, S., & Zuzowski, R. (2015). Teacher demand and supply in education system: The school perspective. Dapim, 59, 142–174.

    Google Scholar 

  • Dvir, N., & Schatz-Oppenheimer, O. (2020). Novice teachers in a changing reality. European Journal of Teachers Education, 43(4), 639–656.

    Article  Google Scholar 

  • Gallant, A., & Riley, P. (2017). Early career teacher attrition in Australia: Inconvenient truths about new public management. Teachers and Teaching: Theory and Practice, 23(8), 896–913.

    Article  Google Scholar 

  • Government of Alberta. (2015). A transformation in progress: Alberta’s ECS-12 education workforce 2011/2012. https://open.alberta.ca/dataset/6592d5be-d364-4d17-bc2d-e4b282e33643/resource/559400eb-4020-4264-90c8-bb4b8caad762/download/5393841-2011-transformation-in-progress-albertas-ecs-12-education-workforce-2011-2012.pdf

  • Gualano, M. R., Lo Moro, G., Voglino, G., Bert, F., & Siliquini, R. (2020). Effects of covid-19 lockdown on mental health and sleep disturbances in Italy. International Journal of Environmental Research and Public Health, 17(13), 4779. https://doi.org/10.3390/ijerph17134779

    Article  Google Scholar 

  • Guarino, C. M., Santibanez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76, 173–208.

    Article  Google Scholar 

  • Harris, D., & Sass, T. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7-8), 798–812.

    Article  Google Scholar 

  • Harris, D. N., & Adams, S. J. (2007). Understanding the level and causes of teacher turnover: A comparison with other professions. Economics of Education Review, 26(3), 325–337.

    Article  Google Scholar 

  • Haseisi, R. (2013). Teacher shortage: Update document. The Knesset Research and Information Center.

    Google Scholar 

  • Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 501.

    Article  Google Scholar 

  • Ingersoll, R. (2012). Beginning teacher induction: What the data tells us. Phi Delta Kappan, 93(8), 47–51.

    Article  Google Scholar 

  • Ingersoll, R., Merrill, L., & May, H. (2014). What are the effects of teacher education and preparation on beginning teacher attrition? Research Report (#RR-82). Consortium for Policy Research in Education, University of Pennsylvania.

    Google Scholar 

  • Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233.

    Article  Google Scholar 

  • Johnson, S. M. (2004). Finders and keepers: Helping new teachers survive and thrive in our schools. Jossey-Bass.

    Google Scholar 

  • Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work-related stress across occupations. Journal of Managerial Psychology, 20(2), 178–187. https://doi.org/10.1108/02683940510579803

    Article  Google Scholar 

  • Kearney, S. (2014). Teacher attrition, retention and mobility: Where does Australian stand? Education and Society, 32(2), 5–24.

    Article  Google Scholar 

  • Kelchtermans, G. (2017). Should I stay or should I go? Unpacking teacher attrition/retention as an educational issue. Teachers and Teaching: Theory and Practice, 23(8), 61–977.

    Article  Google Scholar 

  • Kim, L. E., & Asbury, K. (2020). Like a rug had been pulled from under you: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90, 1062–1083.

    Article  Google Scholar 

  • Klassen, R., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36, 114–129.

    Article  Google Scholar 

  • König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650

    Article  Google Scholar 

  • Li, S., Wang, Y., Xue, J., Zhao, N., & Zhu, T. (2020). The impact of covid-19 epidemic declaration on psychological consequences: A study on active weibo users. International Journal of Environmental Research and Public Health, 17(6), 2032. https://doi.org/10.3390/ijerph17062032

    Article  Google Scholar 

  • Libman, Z. (2014). Excessive skills and dropping out of teaching: The case of excellent program graduates. Gilui Daat, 5, 41–63.

    Google Scholar 

  • Liu, S., Liu, Y., & Liu, Y. (2020). Somatic symptoms and concern regarding COVID-19 among Chinese college and primary school students: A cross-sectional survey. Psychiatry Research, 289, 113070. https://doi.org/10.1016/j.psychres.2020.11307

    Article  Google Scholar 

  • Liu, X. S., & Ramsey, J. (2008). Teachers’ job satisfaction: Analyses of the teacher follow-up survey in the United States for 2000–2001. Teaching and Teacher Education, 24, 1173–1184.

    Article  Google Scholar 

  • Ma, K., Chutiyami, M., Zhang, Y., & Nicoll, S. (2021). Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators. Education and Information Technologies, 26, 6675–6697.

    Article  Google Scholar 

  • Makela, K., Hirvensalo, M., Laakso, L., & Whipp, P. R. (2014). Physical education teachers in motion: An account of attrition and area transfer. Physical Education and Sport Pedagogy, 19(4), 418–435.

    Article  Google Scholar 

  • National Commission on Teaching and America’s Future. (2009). Learning teams: Creating what’s next. National Commission on Teaching and America’s Future. https://files.eric.ed.gov/fulltext/ED505910.pdf

    Google Scholar 

  • Newberry, M., & Allsop, Y. (2017). Teacher attrition in the USA: The relational elements in a Utah case study. Teachers and Teaching: Theory and Practice, 23(8), 863–880.

    Article  Google Scholar 

  • Nobuyuki, W., Shinichiro, A., Shunsuke, S., Yuuki, Y., Miho, Y., Yasuyo, A., Souichi, M., Mizue, O., Takahiro, I., Takahiro, Y., Yoshiaki, M., & Mayumi, K. (2021). Causes of anxiety among teachers giving face-to-face lessons after the reopening of schools during the COVID-19 pandemic: A cross-sectional study. BMC Public Health, 21(1), 1–11.

    Google Scholar 

  • OECD. (2005). Teachers matter: Attracting, developing and retaining effective teachers. OECD.

    Book  Google Scholar 

  • OECD. (2020). Flattening the COVID-19 peak: Containment and mitigation policies. OECD.

    Google Scholar 

  • Olson, B., & Anderson, L. (2007). Courses of action: A qualitative investigation into urban teacher retention and career development. Urban Education, 42(1), 5–29.

    Article  Google Scholar 

  • Opaltka, Y. (2017). A new look at a new horizon. Hed Hachinuch, 91, 98–99.

    Google Scholar 

  • Perda, D. (2013). Transitions into and out of teaching: A longitudinal analysis of early career teacher turnover. Ph.D. Dissertation, University of Pennsylvania.

    Google Scholar 

  • Richardson, P. W., & Watt, H. M. G. (2005). I’ve decided to become a teacher: Influences on career change. Teaching and Teacher Education, 21, 475–489.

    Article  Google Scholar 

  • Richardson, P. W., & Watt, H. M. (2016). Factors influencing teaching choice: Why do future teachers choose the career? In J. Loughran & M. L. Hamilton (Eds.), International handbook of teacher education (pp. 275–304). Springer.

    Chapter  Google Scholar 

  • Rinke, C. (2008). Understanding teachers’ careers: Linking professional life to professional path. Educational Research Review, 3(1), 1–13.

    Article  Google Scholar 

  • Rivkin, S., Hanushek, E., & Kain, J. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458.

    Article  Google Scholar 

  • Rockoff, J. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94(2), 247–252.

    Article  Google Scholar 

  • Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4–36.

    Article  Google Scholar 

  • Schechter, H. (2015). Let us lead! School principals at the forefront of reforms. Ramot Publication, Tel Aviv University.

    Google Scholar 

  • Schleicher, A. (2020). How can teachers and school systems respond to the COVID-19 pandemic? Some lessons from TALIS, OECD Education and Skills Today, or-covid-19-prevention-and-control-in schools, pp. 2–38. https://oecdedutoday.com/how-teachers-schoolsystems-respond-coronavirus-talis/

  • Scull, J., Phillips, M., Sharma, U., & Garnier, K. (2020). Innovations in teacher education at the time of COVID19: An Australian perspective. Journal of Education for Teaching, 46(4), 1–10. https://doi.org/10.1080/02607476.2020.1802701

    Article  Google Scholar 

  • Shapira-Lishchinsky, O. (2012). Teachers’ withdrawal behaviors: Integrating theory and findings. Journal of Educational Administration, 50(3), 307–326.

    Article  Google Scholar 

  • Shapira-Lishchinsky, O., & Tsemach, S. (2014). Psychological empowerment as a mediator between teachers’ perceptions of authentic leadership and their withdrawal and citizenship behaviors. Educational Administration Quarterly, 50(4), 675–712.

    Article  Google Scholar 

  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26, 1059–1069. https://doi.org/10.1016/j.tate.2009.11.001

    Article  Google Scholar 

  • Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714.

    Article  Google Scholar 

  • Sperling, D. (2015). Teacher dropout around the world – Information review. Mofet Institute.

    Google Scholar 

  • Taub Center. (2020). Press release: Survey of teachers unionized in the Teachers’ Union. Taub Center for Social Policy Study in Israel.

    Google Scholar 

  • Teaching and Learning International Survey. (2020). Expended report Israeli view. TALIS 2018. (Updated report 2020).

    Google Scholar 

  • Timor, Z. (2017). Journey or load: A process that interns undergo in the training track for academics for teaching during their internship year. Be'Ma'agalei Chinuch, Electronic Journal, (7). https://www.dyellin.ac.il/sites/default/files/journals/journaleducation/edition7/tzipitimor-12.pdf

  • Trade Union of Education in Finland. (2020). Individual learners have difficulties, teaching is mostly good at a distance. https://www.oaj.fi/ajankohtaista/uutiset-ja-tiedotteet/2020/koronavirus-kysely/

  • Trent, J. (2017). Discourse, agency and teacher attrition: Exploring stories to leave by amongst former early career English language teachers in Hong Kong. Research Papers in Education, 32(1), 84–105.

    Article  Google Scholar 

  • Truzoli, R., Pirola, B., & Conte, S. (2021). The impact of risk and protective factors on online teaching experience in high school Italian teachers during the COVID-19 pandemic. Journal of Computer Assisted Learning, 37(4), 940–952.

    Article  Google Scholar 

  • UK Department for Education. (2020). Adapting teaching practice for remote education. Retrieved from GOV.UK. https://www.gov.uk/guidance/adapting-teaching-practice-for-remoteeducation

  • UNESCO. (2020, March 10). Adverse consequences of school closures. https://en.unesco.org/covid19/educationresponse/consequences

  • UNESCO. (2013). Inclusive education. Education Sector Technical Notes. Paris.

    Google Scholar 

  • UNESCO. (2016). If you don’t understand, how can you learn? Global Education Monitoring Report Policy Paper 24. Paris.

    Google Scholar 

  • Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C. S., & Ho, R. C. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. International Journal of Environmental Research and Public Health, 17(5), 1729. https://doi.org/10.3390/ijerph17051729

    Article  Google Scholar 

  • Weissblei, A. (2020). In Y. Vurgan (Ed.), Emergency distance learning while education institutions are closed due to the coronavirus outbreak (pp. 4–23). Knesset research and information center. https://fs.knesset.gov.il/globaldocs/MMM/6c81656c-de69-ea11-8113- 00155d0af32a/2_6c81656c-de69-ea11-8113-00155d0af32a_11_13773.pdf

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Sociology and Social work, West University of Timisoara, Timisoara, Romania

    Shua Keren

Authors
  1. Shua Keren
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Griffiths School of Management, Emanuel University of Oradea, Oradea, Romania

    Silvia L. Fotea

  2. Management & Marketing Research, Griffiths School of Management, Emanuel University of Oradea, Oradea, Romania

    Ioan Ş. Fotea

  3. Associate Professor, Griffiths School of Management, Emanuel University of Oradea, Oradea, Romania

    Sebastian Văduva

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Keren, S. (2022). The Influence of COVID-19 Crisis on Teachers’ Attrition in Israel 2021. In: Fotea, S.L., Fotea, I.Ş., Văduva, S. (eds) Post-Pandemic Realities and Growth in Eastern Europe. GSMAC 2022. Springer Proceedings in Business and Economics. Springer, Cham. https://doi.org/10.1007/978-3-031-09421-7_5

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-09421-7_5

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-09420-0

  • Online ISBN: 978-3-031-09421-7

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics

Search

Navigation