Policy reform in Israel: Perceptions of Arab Palestinian kindergarten teachers

Kussai Haj-Yehia; Marwa Sarsor; Hiba Amara

doi:10.37291/2717638X.202562535

Authors

Kussai Haj-Yehia Beit Berl College & Sakhnin College https://orcid.org/0000-0002-0070-7765
Marwa Sarsor Beit Berl College https://orcid.org/0009-0009-4214-7805
Hiba Amara Israel Ministry of Education https://orcid.org/0009-0008-3414-6100

DOI:

https://doi.org/10.37291/2717638X.202562535

Keywords:

New horizons reform, Kindergarten teachers' perceptions, Arab Palestinian society, Kindergarten

Abstract

The research investigated the perceptions of kindergarten teachers in Arab Palestinian society concerning the contribution of the latest Israeli government education reform entitled the "New Horizons" reform to provide additional material enabling assessment of the reform's efficacy and attainment of its goals in Arab Palestinian kindergartens. Previous studies have shown inconsistent results concerning the benefits of the reform and indicated that educators had both positive and negative views concerning its different elements. A qualitative research study gathered data from semi-structured interviews with 16 Arab Palestinian kindergarten teachers. The findings indicated that the teachers were dissatisfied with the reform, indicating different negative aspects of the reform: burdensome work, intensive work, and lack of autonomy for the teachers, unsuitability of the programs for the kindergarten's workday and its structure. Although teachers indicated that the reform had a positive influence on the children's achievements and their progress, it also generated pressure on the teachers. The research findings clarify the way in which the reform is seen by these Arab Palestinian kindergarten teachers and points to the need for further studies, which will investigate kindergarten teachers' work in the local and global context.

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