Survival of the Fittest: Russian Immigrant Teachers Speak about Their Professional Adjustment in Israel

Abstract

This qualitative study explores the determinants of occupational integration among recent immigrants whose profession is culturally and linguistically dependent. It compares personal accounts of 36 former Soviet school teachers of math and physics, of whom 20 succeeded in regaining their occupation in Israel and 16 left teaching for different reasons. Analysis of the interviews shows that, even in a society committed to the goal of professional integration of the immigrants, cultural barriers to successful work performance are rather high. Beyond instrumental skills to master (the Hebrew language and new curriculum), immigrant teachers have to adjust to the new school culture and student-teacher relationship. They also have to face competition with their local colleagues, threatened by the influx of the better-educated peers. The study points to a number of external conditions and personal characteristics that are conducive to successful adjustment to the new school system. The reported findings may be applicable to immigrant education workers in other national contexts.

Professional Integration of Immigrant Teachers in the School System: A literature review

“…In Israel, certain participants in Remennick's (2002) study reported having conflicts with their Israeli colleagues. The teaching personnel of Russian origin perceived that their Israeli colleagues considered them a threat to their jobs and kept a distance.…”

“…Problems of access to employment could also be attributed to linguistic and cultural barriers (Beynon, Ilieva, & Dichoupa, 2004;Cruickshank, 2004;Elbaz-Luwisch, 2004;Maureen, 1992;Gordon, 1996;Hutchison, 2005;Myles, Cheng, & Wang, 2006;Phillion, 2003;Reid, 2005;Remennick, 2002;Schmidt, 2010). Not mastering the language and the culture of the country could hamper access to employment (Dakin, 1971).…”

“…For example, the participants in a study led by Elbaz-Luwisch (2004) involving immigrant teachers in Israel related that they would show inappropriate teaching behaviour because of their lack of understanding of the language and the cultural code of teaching practices. Immigrant teachers from Russia who participated in Remennick's (2002) study in Israel admitted that their main reason for leaving the teaching profession was their lack of mastery of Hebrew, the teaching language of Israel. In Quebec, the French language test could be an obstacle for gaining access to employment for many immigrant teachers (Lefebvre, Legault, & De Sève, 2002).…”

“…Hutchison (2005) also noted the language barrier could limit their ability to teach effectively and to offer culturally based examples. Others said that they felt inferior because of their Russian accent in Israel (Remennick, 2002). Schmidt (2010) suggested that in order for immigrant teachers to succeed in their professional integration they needed additional community support to adapt to their new cultural and linguistic environment.…”

“…Unfortunately this does not appear to be the case for most immigrant teachers. Different studies on this topic in Canada, Israel and Australia emphasized the fact that often these teachers faced great difficulties establishing positive relations and collaboration with their colleagues as well as with the school administration (Bascia, 1996;Myles, Cheng, & Wang, 2006;Phillion, 2003;Reid, 2005;Remennick, 2002).…”