Well-being among Arab teachers in Israel during the COVID-19 pandemic: a mixed-methods study

Inbar Levkovich, Shiri Shinan-Altman

Research output: Contribution to journalArticlepeer-review


Studies on minority-majority relations traditionally focus on the hegemonic group’s influence on everyday experiences. In this investigation, we focused on how Arab teachers in Israel were affected by the COVID-19 pandemic by examining their well-being during that period. The study used a mixed-methods design comprising a cross-sectional survey (N = 299) and in-depth interviews (N = 24) among Arab teachers during the third lockdown in Israel. The quantitative results indicated that giving teachers more support at work boosted their emotional well-being. In the regression model, the following significant factors explained 20% of the variance in perceived emotional well-being: female gender, teaching seniority, digital literacy, job support, and resilience. The qualitative findings showed the importance of extended family, particularly during the pandemic. In addition, all participants reported that their religious faith helped them cope during the crisis. The research findings point to the unique need for resources to promote well-being among Arab teachers working under stress.

Original languageEnglish
Pages (from-to)71-88
Number of pages18
JournalMulticultural Education Review
Issue number1
StatePublished - 2024

Bibliographical note

Publisher Copyright:
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.


  • Arabs
  • Coronavirus
  • job support
  • resilience
  • teachers
  • well-being


Dive into the research topics of 'Well-being among Arab teachers in Israel during the COVID-19 pandemic: a mixed-methods study'. Together they form a unique fingerprint.

Cite this