"באתי להוכיח את עצמי ולהראות שאני שווה" תפיסת עובדות הוראה יוצאות אתיופיה בנוגע לתהליך הקליטה שלהן במערכת החינוך

Graduates of teacher-education programs who are of Ethiopian descent, often face difficulties finding teaching positions and fully integrating into the education system. This study was designed to examine the perceptions of Israeli teachers (kindergarten and school) of Ethiopian descent of their job-searching experience and about the experiences of those who found teaching positions. The 13 participants, all graduates of teacher-education colleges, hold a B.Ed. and a teaching certificate, underwent semi-structured interviews. Aa qualitativephenomenological method was used for content analysis. The findings underscore the difficulties that the teachers faced and the factors that helped them persevere – recognition of their value, high self-efficacy, resilience, and focusing on aspirations for the future. The participants cited support from school management and staff as a key factor contributing to their perseverance. The findings clearly call for a re-examination of the needs of Israeli teachers of Ethiopian descent at the job-searching stage, the early stages of teaching, and the integration into the system. Additionally, the teacher-education programs must be examined, and adapted to the professional demands and the challenges facing aspiring teachers of Ethiopian descent, aiming to encourage them to pursue their chosen profession over time.