Perceptions of head kindergarten teachers in Israel of the role of their teaching assistants

Abstract

ABSTRACT Few studies investigate the issue of kindergarten assistants, most probably because kindergarten assistants are often considered ‘invisible’ and are unappreciated because of their lack of appropriate education and training and low wages. This article examined how Israeli kindergarten teachers perceive the role of their assistants in an attempt to show the changes in the perception and definition of the role, especially following changes introduced by the ministry of education, which considers early childhood education an important goal and supreme value for the future of education and the state. Based on a questionnaire among kindergarten teachers in northern Israel, the study found a division of duties between the kindergarten teacher and the assistant, while the character of change in this division of duties stemmed from the managerial culture of the kindergarten and/or the kindergarten teacher’s years of experience. This suggests that kindergarten teacher assistants should receive appropriate professional development to ensure optimal fulfilment of their role.