Understanding teaching motivation among Arab and Haredi minorities in Israel: A comparative study of cultural and structural influences on career choice

Understanding why individuals from minority groups choose to enter teaching is essential for developing equitable and inclusive education systems. This study adopts a comparative perspective to examine teaching career motivations among two minority groups in Israel—Arab and Jewish-Haredi student teachers. The sample comprised 205 student teachers who completed the Factors Influencing Teaching Choice (FIT-Choice) questionnaire. Quantitative analyses revealed significant differences in five motivational dimensions. Compared with Jewish-Haredi students, Arab student teachers placed greater emphasis on job transferability, job security, fallback career considerations, making a social contribution, and prior teaching and learning experiences. No significant differences were found in intrinsic career value or several other dimensions, suggesting that both groups share a strong commitment to teaching. The findings show that teacher motivation is shaped by cultural values, structural opportunities, and labor-market conditions. The study contributes to international FIT-Choice literature and informs culturally responsive teacher education policies and recruitment strategies.