The principal’s role in Ethiopian-descent teachers’ inclusion and integration into the Israeli education system: perceptions of Ethiopian-descent teachers and school principals

Graduates of teacher-education programs of Ethiopian descent often encounter significant challenges in securing permanent employment and fully integrating into the Israeli education system. This study aims to explore how these teachers perceive the role of the school principal in their inclusion and integration into the Israeli education system and how principals perceive Ethiopian-descent teachers. 13 Ethiopian-descent teachers were interviewed, and seven school principals participated in focus groups. The data were analyzed using a qualitative-phenomenological approach. The findings reveal the difficulties faced by Ethiopian-descent teachers and identify factors that impact their job retention, with school administration emerging as a critical factor in teacher turnover. Principals who employ Ethiopian-descent teachers often view them as less competent and inferior compared to their majority-group counterparts. The study presents coping strategies and resilience of the Ethiopian-descent teachers as well as the importance of principals’ support. These insights highlight a significant link between teachers’ inclusion and integration processes and experiences of racism.