Professional Identity of Educators within Conservative Communities: The Case of the Israel’s Ultra-Orthodox Sector

The prestige of teaching in religious education is multifaceted and influenced by cultural, legal, and educational factors. Understanding the unique challenges and opportunities within specific contexts is essential for promoting effective and meaningful education. In many societies, religious teachers hold significant importance as they play a crucial role in transmitting cultural values, moral teachings, and spiritual guidance. The status of teachers in religious education is often tied to the perceived value of such education within a given community. This study seeks to give voice to the teachers in Israel’s ultra-Orthodox (Haredi) community to understand their perception of teaching prestige and their professional identity. The research was conducted using a qualitative approach, and data was collected through 25 in-depth interviews and focus groups among female teachers, school principals, and educational consultants. The findings reveal that the Haredi community faces challenges in preserving the dignity of the field of teaching and show how the teaching profession is perceived in traditional and conservative communities. One must consider cultural and social solutions in developing a religious teacher’s professional identity.