Middle School Homeroom Teachers: Role Perception,Challenges,and Professional Training

Abstract

This study examines the perceptions of middle school homeroom teachers in the Israeli state Hebrew education system regarding their role, challenges, and professional training. Homeroom teachers manage classrooms, foster students’ social and emotional growth, and serve as liaisons between students, parents, and staff. Despite their centrality, they receive minimal formal training. The research, based on a qualitative approach, includes 36 middle school homeroom teachers from grades 7 to 9. Using semi-structured interviews and thematic content analysis, the study highlights role complexity, institutional challenges, and training gaps, emphasizing the need for structured professional development tailored to the developmental needs of early adolescents.

Keywords

homeroom teacher leadership middle school policy social emotional teaching

Adolescence is a critical stage marked by substantial cognitive, emotional, social, and physiological changes. During this period, students experience rapid development, including abstract thinking, identity formation, sensitivity to peer groups, and emotional instability (Coleman, 2011). These transitions require tailored educational frameworks that respond to adolescents’ evolving needs.

Middle schools are designed to serve as such frameworks in many educational systems worldwide, though the transition point varies across countries, from the end of 5th, 6th, 7th, or 8th grade. In Israel, the transition occurs after the 6th grade, marking the beginning of middle school. However, Israeli middle schools often prepare students primarily for high school norms rather than addressing the specific developmental needs of early adolescence. These schools are characterized by limited personal support and weak teacher-student relationships, creating a misalignment that may undermine students’ motivation, academic achievement, and socio-emotional adjustment (Goldberg & Israelashvili, 2008; Oplatka & Tubin, 2009; Tubin & Oplatka, 2010).

The establishment of the Israeli middle school system was part of a structural reform legislated by the Israeli parliament in 1968. This reform aimed to extend free compulsory education from age 14 to 16 and to achieve three additional goals: (1) improving teaching quality and student performance; (2) reducing educational inequality stemming from socioeconomic disparities; and (3) fostering integration between diverse student populations through regional learning frameworks (Raichel, 2008; Resh & Dar, 2012; Zussman et al., 2024). Yet in practice, middle schools in Israel face significant difficulties, including large student populations, a heterogeneous social composition, and weak interpersonal ties between students and staff.

Within this complex context, homeroom teachers are recognized as one of the central roles in Israeli state middle schools, second in importance only to that of the principal. The Director General’s Circulars define their responsibilities, emphasizing classroom management, monitoring student achievement, and addressing individual needs (Ministry of Education, 1994). Homeroom teachers also foster students’ social involvement, teach cultural and moral values, and lead discussions on national and global issues. They manage social education lessons and collaborate with subject teachers and school counselors (Ministry of Education, 1996). Despite the centrality of their role, homeroom teachers in middle school spend only a few hours per week with their assigned class, unlike elementary school homeroom teachers who spend significantly more time with theirs. Although their role is clearly defined in policy and central to school life, it remains under-examined in empirical research, particularly in the context of middle schools, leaving a notable gap that this study aims to address.

Given the multifaceted demands placed on middle school homeroom teachers, particularly in addressing the developmental needs of adolescents, this study seeks to illuminate their lived experiences. It focuses on how these homeroom teachers navigate their professional responsibilities, confront emerging challenges, and develop practical approaches in the absence of formal training. By amplifying their voices, the study offers grounded insights into the realities of homeroom teaching and identifies directions for improving educational practice and enhancing professional development.

Understanding the perspectives of homeroom teachers, who are positioned at the center of school life, can enrich the knowledge base concerning middle schools and support efforts to strengthen teacher preparation and support systems. These insights may assist policymakers in redefining the goals of middle school education and rethinking career paths and professional learning programs, with particular emphasis on aligning them with the cognitive, pedagogical, and social needs of early adolescents.

Literature Review

Early Adolescence: Developmental Characteristics and Educational Needs

Middle school is designed to support adolescents during a critical period of growth, identity formation, and transition from childhood to adulthood, years marked by both significant opportunities and notable challenges. In the early 20th century, when the first middle schools were founded (in the USA, in 1909), knowledge about adolescence was limited. Since the latter half of the 20th century, however, research has shed light on the cognitive, emotional, social, and physiological changes that characterize this developmental stage (Blakemore, 2012, 2018; Terada et al., 2021).

Cognitively, adolescence is a period of accelerated development in abstract and logical reasoning, critical thinking, and executive functions such as planning and self-regulation (Blakemore et al., 2007; Somerville, 2013; Steinberg, 2008). Physiological changes, such as puberty, heightened sensitivity to social cues, and emerging sexual identity, can lead to confusion and concerns about self-image (Efrati & Gewirtz-Meydan, 2023; Hill et al., 2018). Emotionally, adolescents often experience mood fluctuations and intense feelings, influenced by hormonal changes and the growing significance of peer relationships. These changes increase adolescents’ vulnerability to social pressures and risk-taking behaviors, often in pursuit of belonging (Knoll et al., 2015; Velez et al., 2020).

A central task of adolescence is the formation of a personal identity, distinct from that of one’s parents. This process of separation–individuation frequently leads to tension and conflict at home, particularly when expressions of independence are misunderstood or resisted. Poor family communication and unsupportive parental responses may intensify emotional distress and oppositional behavior (Steinberg, 2014; Velez et al., 2020; Zhang & Qin, 2023). At the same time, research suggests that strong parental attachment can remain a protective factor, even in the face of rising peer influence and autonomy (Oldfield, Humphrey, & Hebron, 2016; Qu et al., 2021). Peer groups become a temporary yet powerful reference point that can partially replace the family, reinforcing social norms and shaping identity. These dynamics require careful guidance from both educators and parents, who must support adolescents through the challenges of autonomy and integration (Blakemore, 2018; Noddings, 2006; Pinquart & Gerke, 2019). These developmental shifts create a pressing need for educational environments and adult figures who are attuned to the specific challenges of early adolescence.

These systemic challenges underscore the critical role of the homeroom teacher, who is often the primary adult responsible for supporting students’ well-being and adjustment within this demanding context. In the last decade, the data on the educational processes that characterize the Israeli middle schools show that the level of difficulty in studies is increasing, achievements are declining, and the gaps between students are widening. Teachers report that students’ interest in learning is waning, disciplinary problems are on the rise as is teacher absenteeism, and the difficulties stemming from disparities between students and the difficulty of bridging them in crowded classrooms are increasing (Da’as, 2025; RAMA, 2022).

The Role of the Homeroom Teacher Particularly in Middle School

In Israel, the Ministry of Education and the Director General’s Circulars define the role of homeroom teachers, emphasizing their responsibility for students’ emotional, social, and academic well-being (Ministry of Education, 1994). Homeroom teachers act as a central link between students, school staff, parents, and external entities (Telem, 2005), managing the classroom formally while monitoring individual student achievements and needs. They also oversee social education lessons, foster students’ social engagement, and integrate class activities with broader educational goals, including the promotion of cultural and moral values and addressing national and global issues (Ministry of Education, 1994, 1996).

While the role of the homeroom teacher shares similarities with comparable positions in other countries, such as the United States, Russia, China, South Korea, and to some extent the UK form tutor (Wang & Yang, 2021), the Israeli model places greater emphasis on values education and emotional support. However, the complex and multifaceted nature of this role makes it difficult to define its scope and authority precisely (Becher & Lefstein, 2021).

The public discourse continues to revisit the responsibilities of the homeroom teacher (Raichel, 2022). Teachers are expected to respond to individual student needs, guide the class as a social unit, support students’ adjustment to social realities, and coordinate with subject teachers and school administrators (Higgin-DwAkessandro, 2014; Lohman & Matjasko, 2010). They also play a role in dropout prevention during a critical developmental stage (Magson et al., 2021) and in preparing adolescents to cope with uncertainty, social change, and future employment (Cantor & Osher, 2021; Cohen, 2010). These expectations become even more pressing in light of recent findings indicating rising student disengagement and behavioral difficulties, which homeroom teachers are often the first to confront (Da’as, 2025).

Recent scholarship has deepened the understanding of how homeroom teachers enact their roles, highlighting the impact of professional experience (Goodson, 2003) and the personal dimensions of teachers’ engagement, including their implicit “contracts” with the profession (Kelchtermans, 2005). Administrators’ actions to support the educational mission of homeroom teachers, such as creating conditions for meaningful student–teacher interactions, underscore the importance of this role in fostering school belonging (Cooper, 2010; Covey, 2008; Ma, 2003; Weissberg & O’Brien, 2004).

Moreover, the homeroom teacher’s position is closely tied to students’ personal development through empathy, caring, and mutual respect (Noddings, 2006, 2007). The COVID-19 crisis further accentuated the need for individualized support and holistic student care as an integral part of pedagogy (Marshall et al., 2022, 2023). In response, homeroom teachers were tasked with implementing support structures that were both consistent and sensitive to adolescents’ unique needs (Romero et al., 2014).

Recent developments in education emphasize the importance of collaboration between schools, families, and community stakeholders to support adolescents’ social and emotional needs (Steinberg, 2014). These developments raise critical questions regarding the professional preparation needed for homeroom teachers to meet their diverse responsibilities effectively.

The Training and Professional Development of Middle School Homeroom Teachers

The work of middle school homeroom teachers involves addressing challenges in three interrelated domains: social-behavioral, cultural, and value-centered. Social-behavioral challenges include fostering a classroom climate conducive to growth, encouraging dialogue among diverse social groups, promoting belonging and group cohesion, and preventing social exclusion, alienation, passivity, and indifference. In addition, homeroom teachers often confront issues related to adolescents’ addiction to screens, smoking, and drug use, as well as the prevention of verbal and physical violence (Zeira et al., 2004; Zoromski et al., 2021).

Cultural challenges encompass the cultivation of cultural competence and the organization of ceremonies and special events. Homeroom teachers also introduce students to cultural domains such as literature, theater, music, dance, and martial arts. Value-centered challenges involve education for democracy, equality, and the protection of individual rights. These values are translated into practice through encouragement of student participation in councils and committees at the class, school, and national levels.

Homeroom teachers must also navigate the complexities of the education system, a bureaucratic structure that provides standardized educational services to all citizens. In this context, they function as education officials charged with teaching, class management, and the enforcement of institutional rules (Becher & Lefstein, 2021). This system places significant emphasis on accountability to school leadership for performance and achievement in specific subject areas, which can diminish the personal and professional uniqueness of homeroom teachers and hinder their ability to engage students as individuals.

Israeli state middle schools often serve large and socially diverse student populations. The abundance of subject teachers and the stricter academic expectations compared to elementary school complicate students’ ability to connect with teachers and adapt to school life. These factors may negatively affect the school climate, contribute to behavioral problems, and occasionally lead to violence (Goldberg & Israelashvili, 2008). Recent studies confirm that these challenges are intensifying, as teachers increasingly report difficulties in classroom management, reduced student motivation, and institutional limitations in addressing student disparities (Da’as, 2025).

Despite these challenges, middle school homeroom teachers, unlike their elementary school counterparts, spend only a few hours per week with their assigned class. The remainder of their time is devoted to teaching other subjects and fulfilling administrative responsibilities associated with their homeroom duties (Chen & Zhao, 2022).

The initial training of homeroom teachers typically focuses on subject-matter instruction and assessment, with little emphasis on the specific demands of homeroom teaching. As a result, structured preparation for the homeroom role is largely lacking (Bai et al., 2009). The responsibility for professional development in this area often falls to school principals, grade-level coordinators, and school counselors (Weissblei, 2023).

This study is guided by three research questions: first, it asks how middle school homeroom teachers perceive their role in the classroom and the school; second, it explores the challenges encountered by these teachers and how they address them; third, it examines whether professional training exists for middle school homeroom teachers and, if so, what it entails.

Method

The study was based on a qualitative phenomenological approach, which allows for a focus on individuals’ views and perspectives in understanding human and social behavior (Creswell & Creswell, 2018). Phenomenology focuses on how people perceive and interpret the events they experience, highlighting the subjective meanings attributed to those experiences (Dall’Alba, 2009). In educational research, this approach enables researchers to access participants’ inner worlds and understand how they make sense of their lived realities (Brinkmann & Friesen, 2018). Phenomenology does not aim to generate abstract theories but seeks to illuminate the lived meaning of everyday experiences as they are perceived by individuals (Van Manen, 2017). This approach aligns with the current study’s aim to explore middle school homeroom teachers’ perceptions of their roles, recognition of their experiences as they occur in daily classroom and school life, and their professional development, in light of the needs and complexities of adolescence, the tension between the ideal and the real.

Participants

The study included 36 middle school homeroom teachers from Hebrew-language state and state-religious schools in Israel, teaching 7th (12 participants), 8th (13), and 9th grades (11), which correspond to students aged 12 to 15. The participants included 33 women and three men from five districts: North (22), Haifa (5), Central (3), South (3), and Jerusalem (3). Of the 36 participants, 17 had up to 5 years of experience as homeroom teachers, 14 had between 5 and 10 years of experience, and 5 had more than 10 years of experience in the role.

Participants were recruited through snowball sampling (Parker et al., 2019), starting with homeroom teachers who referred colleagues from their professional networks. To ensure broad geographic representation, school principals and homeroom teachers across various regions were also asked to recommend additional participants. The sampling process began in the Northern district and expanded through professional teacher networks, resulting in a regional imbalance.

Data Collection

The study employed semi-structured interviews, which combined guiding questions with openness to emerging topics, allowing participants to share personal experiences and the meanings they attribute to them (Brinkmann, 2018; Roulston, 2024). This method aligned with the phenomenological aim of capturing participants’ perspectives in depth. A total of 22 interviews were conducted via Zoom and 14 were conducted in person, based on participant preference and geographic location. All interviews lasted 45 to 60 minutes and were audio-recorded.

Prior to each interview, participants received an informed consent form outlining the study’s purpose, the voluntary nature of participation, and their right to withdraw at any time. At the beginning of each session, the researchers reiterated the study’s purpose and the voluntary nature of participation, obtained verbal consent to record the session, and introduced the interview’s key topics to provide participants with a clear understanding of the conversation’s scope (Roulston & Choi, 2018). Audio-only recordings were used for transcription, helping to maintain participants’ privacy and ease potential discomfort.

An interview guide was developed, focusing on three core domains derived from the research questions: (1) the role and characteristics of the homeroom teacher (e.g., “Did you choose to become a homeroom teacher? If so, what were your considerations?”; “What personal qualities do you believe are necessary for this role?”); (2) the uniqueness of middle school homeroom teaching (e.g., “What distinguishes homeroom teaching in middle school from that in elementary or high school?”; “Do you think it requires specialized training tailored to early adolescents’ developmental needs?”); and (3) support structures for homeroom teachers (e.g., “Are there resources in your school that support your role as a homeroom teacher?”; “Have you received mentoring or guidance in working with students and parents?”). The guide was refined after the initial interviews, in response to emerging themes. Two researchers conducted all interviews, ensuring consistency in the data collection process.

Data Analysis

The data were analyzed using a thematic analysis approach (Braun & Clarke, 2024), following an inductive process in which patterns, categories, and themes emerged from the data rather than being predetermined. This method offers flexibility, allowing analysis to occur both concurrently with and following data collection, facilitating an early start to analysis and refining insights obtained from interviews. Thematic analysis in this study followed three key stages: (1) Initial coding—identifying meaning units through an open review of the data, recognizing central elements, and assigning preliminary codes; (2) Theme identification and relationships—grouping similar codes into broader themes, refining categories, and identifying connections between themes; (3) Final definition and structuring of themes—refining and naming themes, defining their significance, and structuring them for presentation in the Findings section. Throughout both data collection and analysis, reflexivity was maintained: the two researchers transcribed and read all interviews, engaged in continuous dialogue, examined the data collaboratively, and reflected jointly on emerging questions and interpretive challenges during the construction of thematic categories.

A summary of the final categories, subcategories, and a description of their core meanings is presented in Table 1.

Table 1.

Main Categories and Subcategories: Descriptions Derived from Thematic Analysis

Main categories	Subcategories	Description
The homeroom teacher as a central and multifunctional figure in school life	“A homeroom teacher is everything”: A comprehensive and caregiving role	The role is perceived as holistic and all-encompassing, combining caregiving, educational, organizational, and emotional responsibilities in students’ daily lives
	“Class manager”: Coordinating the class and connecting school stakeholders	The homeroom teacher coordinates school communication and serves as the central figure managing class life
	“A personal and social guide”: Inspiring students and promoting social competencies	Teachers aim to serve as role models who nurture students’ character, promote social values, and support personal development through relational presence
Navigating systemic constraints: Challenges and coping strategies	“It took up so much of my time!”: Structural constraints on the homeroom teacher’s educational role	Teachers experience organizational constraints—time limits, overload, and parental pressure—that hinder their role
	“Give the maximum”: Personal qualities and coping strategies	Personal traits such as empathy, charisma, and flexibility are seen as essential for successfully fulfilling the demands of homeroom teaching
Learning on the job: coping with the lack of formal training	“The tools are limited and largely intuitive”: The absence of specialized training for homeroom education	Participants describe the lack of specialized training for homeroom education, especially in middle schools
	“I’m still learning, adapting, and improving”: Coping with the absence of formal preparation	Teachers outline informal strategies and support systems they rely on to fill training gaps

Trustworthiness

Lincoln and Guba’s (1985) four criteria guided efforts to establish the trustworthiness of the study: credibility, transferability, dependability, and confirmability. Credibility was achieved through an inductive and collaborative analysis process, involving repeated transcript readings and joint theme refinement. Transferability was supported by rich contextual descriptions of participants and school settings. Dependability was addressed by documenting the development of the interview guide and research decisions. Confirmability was ensured by grounding findings in participants’ narratives and maintaining reflexivity to minimize bias.

In addition, confidentiality and anonymity were guaranteed throughout the study to protect participants’ privacy and well-being (Mason, 2018). Pseudonyms were used when presenting selected quotes in the Findings section to prevent identification of individuals or schools (Creswell & Creswell, 2018). The study was approved by the Institutional Review Board (IRB) of a higher education institution in Israel.

Researcher Positionality and Reflexivity

Both authors are qualitative researchers specializing in teacher education, education policy, and leadership. The second author, prior to transitioning to higher education, served for 20 years as a homeroom teacher and as a principal in both primary and middle schools. The first author approached the study as an external observer with no formal teaching experience in schools. This combination allowed us to maintain a balance between insider understanding and analytical distance, enabling ongoing reflexive dialogue throughout the research process.

The study was informed by the shared perspective of the two authors, who recognize that middle school homeroom teachers often lack dedicated training and that teacher education programs in Israel seldom address the specific developmental needs of early adolescence. Teacher education for middle schools is generally embedded within broader secondary education programs. The authors regarded early adolescence as a unique developmental stage that demands targeted educational support. Their motivation was further influenced by the impact of the COVID-19 pandemic, which saw middle schools in Israel among the last to return to in-person learning, an indication of their marginal position within the educational system.

Findings

The findings are organized into three main categories: (1) The homeroom teacher as a central and multifunctional figure in school life; (2) Navigating systemic constraints: challenges and coping strategies; and (3) Learning on the job: coping with the lack of formal training.

The Homeroom Teacher as a Central and Multifunctional Figure in School Life

“A Homeroom Teacher is Everything”: A Comprehensive and Caregiving Role

Many homeroom teachers find it difficult to provide a concise definition of their role. Several participants explicitly stated that the position lacks a clear or official job description, which contributes to the sense of ambiguity surrounding their responsibilities. Instead of articulating a fixed definition, they describe their position through a wide range of tasks and expectations. As Eran states: “The job description of the homeroom teacher is unending. It’s the emotional and material aspect, the educational, organizational, pedagogical, safety aspect, in the school and outside it […] and new tasks and roles are created all the time.”

This all-encompassing perception of the role is strongly rooted in a caregiving and familial metaphor. Iris, a veteran homeroom teacher, shares:

A homeroom teacher is everything, both a father and a mother, a psychologist, a doctor, a counselor, a therapist, a brother or sister – everything. This role currently consumes my entire world, or at least my educational work. And don’t forget, I’m also a subject teacher! It often takes up more space than anything else. You have to be there for the student. This is the essence of the job because the child spends so many hours at school, you have to provide them with the full package of support.

The notion of “raising children” at school, in collaboration with their families, emerges as a dominant theme. Many participants describe their class as a type of family, in which they assume partial parental responsibility. Vered explains: “I am responsible for them, for their behavior, for their growth in the right way, for raising them in cooperation and dialogue with their parents.” Eran, echoing this perspective, likens himself to a family member who not only monitors students’ academic and social development but also provides emotional support: “A homeroom teacher is like a father, someone who knows how to be firm and enforce boundaries, while also providing support and comfort in times of crisis.”

Many participants emphasized that their responsibility extends beyond academics to include students’ overall well-being and quality of life within the school environment. They described their involvement in a wide range of emotional and social situations, some unrelated to schoolwork, that required sensitivity, attentiveness, and in some cases, therapeutic-like intervention. Naomi, for example, notes:

Sometimes I feel like an emotional therapist. I constantly consult with the school counselor to understand how to structure conversations with students. How do I resolve the social problems of certain students and help them integrate? There are so many things.

Similarly, Ruthi emphasizes the importance of emotional and social support: “Creating an emotionally and socially supportive environment, ensuring that students come to school with a sense of joy and enjoyment, without pressure, so that their encounter with learning is positive.”

Overall, participants describe the homeroom teacher as a figure who takes on a wide array of responsibilities, extending beyond instruction to include emotional support, personal care, and collaboration with families. Their accounts reflect a perception of the role as both comprehensive and demanding, shaped by a deep sense of responsibility for students’ well-being, emotional health, and holistic development.

“Class Manager”: Coordinating the Class and Connecting School Stakeholders

A large portion of the homeroom teachers perceive themselves as “class managers,” responsible not only for the academic sphere but for the students’ overall well-being. As Shlomit explained: “A homeroom teacher is the class manager. Everything related to the class is my responsibility. That includes caring for their personal, emotional, and health-related needs, anything special happening at home, and their academic progress.”

A majority of homeroom teachers describe themselves as “at the heart of school activity”, emphasizing that, without their educational and organizational efforts, the school would struggle to function. Several participants argue that they serve as the unifying force behind school operations, ensuring that every issue and school-related activity passes through them. As Ravit explains: “The homeroom teacher is the central role in the school [...] the glue that holds the organization together. Every issue and school activity goes through them.”

“A Personal and Social Guide”: Inspiring Students and Promoting Social Competencies

Many homeroom teachers perceive their role as deeply connected to students’ personal and social development. A prominent theme in the interviews is the aspiration to serve as a role model and source of inspiration. This responsibility, as participants noted, goes beyond instruction and requires them to embody the values, behaviors, and attitudes they hope to instill in their students. Rinat describes this expectation as a matter of consistency and integrity: “To be a role model for what is expected of the students, ‘practice what you preach’ in all areas.”

Other teachers, especially those early in their careers, echoed this sense of personal responsibility and relational engagement. Bethel, in her first year as a homeroom teacher, emphasizes the importance of accessibility and emotional presence: “The personal connection, to be the person students can always turn to.”

This inspirational dimension of the role is closely tied to another central responsibility identified by participants: fostering students’ social competencies. Homeroom teachers described their efforts to nurture interpersonal abilities and social values as integral to their work. They strive to help students navigate relationships with empathy and flexibility, balance their individual needs with those of the group, and function within diverse social contexts. Shay describes the homeroom teacher as “a personal and social guide, whose role is helping the class grow from self-centered individuals into a cohesive community with social values, fostering both personal and collective growth.” Echoing this perspective, Dikla highlights the practical tools and mindsets she aims to provide: “I promote the students’ social abilities in the classroom, providing them with tools and skills to function within a community that consists of individuals who are different from one another.”

Participants described their involvement in students’ lives as extending beyond academic instruction. They viewed themselves as personal guides and role models, emphasizing their part in shaping students’ emotional expression, social relationships, and daily interactions with peers.

Navigating Systemic Constraints: Challenges and Coping Strategies

“It Took Up So Much of My Time!”: Structural Constraints on the Homeroom Teacher’s Educational Role

In contrast to the previous sections, which emphasized the broad scope and significance of the homeroom teacher’s role, this section focuses on systemic and organizational barriers that hinder teachers from fulfilling their pedagogical and relational responsibilities. These challenges do not arise from students or classroom dynamics, but rather from external constraints, such as administrative overload, vague role definitions, insufficient designated time, and intensive parental involvement, that divert attention away from student-centered work. The interviews reveal how these contextual pressures affect the daily realities of homeroom teachers in middle schools.

The first challenge involves handling administrative tasks that encroach on educational time. Many participants criticize, directly or indirectly, the lack of a clear definition of the homeroom teacher’s role, viewing this ambiguity as a key reason for the burden of additional administrative responsibilities that consume time intended for student-centered educational work. Most of them believe that these tasks could be organized differently, allowing homeroom teachers to focus on their primary pedagogical and educational duties. For example, Bar, a young homeroom teacher, expresses frustration:

There were vaccinations at school – HPV and tetanus vaccines. And we, the homeroom teachers, had to collect all the vaccination certificates, submit them to the nurse, and send messages to parents. That’s a huge responsibility, a child’s vaccination record, something I don’t think a homeroom teacher should have to handle [...]. It would be better to spend this time on things that are more relevant to my students. It took up so much of my time! It was frustrating. I felt like I wasn’t doing my real job.

The second challenge is parental involvement and intervention, as parents “do not leave us alone throughout the entire day.” Zehava, consistent with what other homeroom teachers shared, highlights parental interference in their decision-making as a significant factor complicating their work: “The finger is so quick on the cell phone at unreasonable hours, so many WhatsApp messages, endless emails, and the expectation of an immediate response.” Similarly, Romi, along with other homeroom teachers, describes parents who refuse to accept decisions regarding their children or “feel offended on behalf of their daughter, who allegedly failed to receive a classroom role, or received a lower grade than she deserved.”

Eran further emphasizes the lack of dedicated time for homeroom education in the weekly schedule. According to him, no time is allocated to building connections with students, and “a large part of the conversations with them are conducted after school or during recess. I don’t have time to drink or eat, and sometimes even to use the bathroom during the school day.”

Despite the criticism of the multiple responsibilities assigned to homeroom teachers, all of them view their role as central and significant for students, the school organization, and all stakeholders in the educational process.

The third challenge is the gap between disciplinary teaching and homeroom education. The gap between disciplinary teaching and homeroom education lies in the fundamental difference between subject focused instruction and the broader educational, emotional, and social responsibilities of a homeroom teacher. While disciplinary teaching emphasizes delivering academic content and assessing students’ knowledge, homeroom education requires building personal connections, addressing students’ emotional well-being, managing classroom dynamics, and mediating between students, parents, and the school administration. This contrast makes the transition from subject teaching to homeroom education particularly challenging.

Most of the participants emphasize that they received no formal preparation for their role. Ruthi explains that she entered middle school as an English teacher:

I never considered becoming a homeroom teacher, and I was not trained for its many responsibilities. When I was asked to take on the role, I really hesitated [...]. The first year was difficult. The school counselor was busy, and I felt like a burden [...]. I was fortunate to be mentored by a veteran teacher in the grade, who guided me and helped me grow into the role.

Simcha asserts that “it’s important to have training days for homeroom teachers or at least a short course—something! This could help teachers who transition from subject teaching to homeroom education and suddenly face an overwhelming workload without any preparation!”. Liron highlights the extensive responsibilities of a homeroom teacher, which go beyond those of a subject teacher who is solely dedicated to teaching a specific field:

Writing report cards, drafting personal evaluations, handling parents – all of these are the responsibilities of homeroom teachers. It’s much more than just coming to school, teaching, and going home [...]. It’s about knowing how to manage time effectively and understanding where to set boundaries, with parents, with students.

“Give the Maximum”: Personal Qualities and Coping Strategies

Participants emphasized a range of personal qualities and coping strategies that enable homeroom teachers to manage the complex demands of their role. According to the interviews, success in this position depends not only on professional competence, but also on specific emotional, interpersonal, and organizational traits. These include commitment, charisma, empathy, flexibility, assertiveness, and creativity—qualities that help teachers build meaningful connections with students and respond effectively to everyday challenges in the middle school setting.

Conversations with participants indicate that many of them are convinced that dealing with the characteristics and challenges of middle school requires specific personal and professional qualities suited to the role. As Edna states: “A homeroom teacher should have charisma, as well as a broad humanistic education, extensive knowledge of the world, and mental fortitude.” Eran also highlights the importance of charisma but adds: “Charisma is important at the beginning of the journey, for the first months; then the ability to dedicate yourself, to be there for the students, becomes essential.” He further emphasizes: “The students know how to recognize when the interest and dedication are genuine.” Dedication and perseverance are consistently mentioned by participants as essential qualities a homeroom teacher must possess. These qualities, in various aspects, are echoed by many other homeroom teachers.

Several homeroom teachers identify the ability to form connections with students as a crucial quality in a homeroom teacher’s personality. According to Eran: “A characteristic of a good homeroom teacher is the ability to establish a good relationship with the students by observing all aspects of their world – the social, emotional aspect as well as the academic aspect.” In contrast, Ravit and others prioritize empathy: “We must see them, be there for them, and contain them, even when they don’t behave properly.” A number of participants also highlight mediation as both a role and a personal trait. Naomi states: “The homeroom teacher should know how to mediate between the students and the subject teachers, between them and their friends, between them and their parents, and sometimes with themselves.” Flexibility is also considered essential by many participants, who describe it as necessary for adapting to students’ needs and the changing classroom climate.

Respect, love, and the ability to support students while maintaining clear boundaries and assertiveness are highlighted by numerous homeroom teachers. Merav believes that above all, a homeroom teacher should “love the children, come happily to school, love the work of education, and give the maximum.” Emily emphasizes the importance of assertiveness, particularly in relation to discipline: “At these ages, the disciplinary problems are the most difficult. If you are not assertive, then you will be trampled [...]. You need to know how to be very unequivocal, clear, and decisive.” Similarly, Iris asserts that

The homeroom teacher must be assertive, must know how to enforce the requirements and limits she has decided on. If she does not comply with this, she will become unreliable and have difficulty in educational processes in the true sense. [...] A homeroom teacher must set boundaries, not too many, but clear, and must ensure that they are not crossed.

Many teachers view middle school as the ideal stage to address boundaries and norms related to both personal (e.g., smoking, alcohol consumption, and drug use) and social (e.g., road safety and media consumption) aspects of life. Shiri, supported by others asserts: “the homeroom teacher must be creative.” Eran adds:

Creativity is an excellent quality for all teachers, but for the homeroom teacher, who serves as a source of inspiration, it is essential! She must develop a unique approach for each student, devise creative solutions to conflicts among students, between students and subject teachers, and even, as a subject teacher, between the students and the subjects they are learning.

Some homeroom teachers add “curiosity” and “staying up to date” with students’ interests as essential to their role. Yael explains:

The homeroom teacher should want to know and learn about the students’ world, what they are reading, the music they listen to, and some of the websites they visit. Staying informed about their world and getting to know them in depth is a tool that, in my view, forms the foundation for an educational process that begins with the students’ experiences and perspectives.

Vered, along with several others, thinks that “a homeroom teacher should have built-in confidence and a sense of humor”:

You can’t invent it. Every lesson is a show and lots of energy. Today, in order to be listened to, you have to be more attractive than before. It’s not that they’re afraid of you so they’ll sit quietly. It should be funny, interesting, daring [...] relevant.

These voices collectively underscore the belief that homeroom teaching in middle school requires not only professional capabilities but also distinct personal attributes that shape the teacher’s everyday practice.

Learning on the Job: Coping with the Lack of Formal Training

“The Tools are Limited and Largely Intuitive”: The Absence of Specialized Training for Homeroom Education

All participants highlight the absence or inadequacy of foundational training for homeroom education in general, as well as the lack of specialization in middle school education in particular. As Yonathan explains:

A large proportion of teachers and homeroom teachers in middle schools come from university training. They studied a specific discipline and completed a teaching certificate, which primarily focuses on how to teach their subject matter [...] In other words, they took a few general courses related mainly to classroom teaching. Middle school students are young adolescents, with all the characteristics and challenges of this age. The homeroom teacher is responsible for and represents the school in addressing their needs, yet the tools are limited and largely intuitive.

Several homeroom teachers also describe entering the profession through their academic disciplines, completing intensive teacher training programs to qualify as subject teachers. However, they report receiving no training specific to homeroom education, neither in general nor specifically for middle school. As Eran shares: “My training is in archaeology. I completed an academic retraining program, but the topics I studied were not practical for homeroom education.”

“I’m Still Learning, Adapting, and Improving”: Coping with the Absence of Formal Preparation

Some participants describe their strategies for managing the lack of training in homeroom education, given the responsibilities and challenges associated with the role. For example, Liron, who studied biology and initially planned to focus on advancing her professional knowledge and pursuing further studies in the field, shares:

I thought about specializing in biology, continuing to get a master’s degree, and teaching in upper secondary school (grades 10-12). I was persuaded to become a homeroom teacher and was promised it would be temporary because there was a shortage of homeroom teachers. But the truth is, I fell in love with homeroom education. I learned a lot on my own. When problems arose in the class, I asked veteran homeroom teachers for advice. I relied heavily on the school counselor, who is also a friend. I’m still learning, adapting, and improving as I go.

Pazit, along with others, describes an alternative solution to address her lack of foundational skills as a middle school homeroom teacher. She shares:

The first year of being a homeroom teacher was frustrating on a level I will never forget. The school counselor was busy, my mentor went on maternity leave, and I had several students with severe issues that I didn’t know how to handle. I felt completely unequipped and unsuitable for the role. Before giving up, I decided to enroll in a personal coaching course. That course built me up as a homeroom teacher – truly! It gave me so many tools. I’ve now been a homeroom teacher for five years, including during the COVID-19 crisis, and I still constantly use the tools I gained from that course.

There appears to be broad agreement among participants regarding the lack of formal training middle school homeroom teachers receive at the start of their educational careers. Their accounts suggest that most professional development emerges from informal learning and collaboration with key figures in the school setting, such as the school counselor, grade coordinator, principal, and veteran homeroom teachers.

Discussion

This study examined the perceptions of middle school homeroom teachers in the Hebrew state education system, focusing on their roles and professional development. The findings reveal that participants attributed profound importance to the homeroom teacher’s role, viewing it as holistic, central, and deeply embedded in both students’ lives and the functioning of the school as a social and educational system. They described a wide array of responsibilities extending far beyond formal instruction, including managing the class, mediating between students, parents, and subject teachers, coordinating school communication, and providing emotional and personal support. These dimensions reflect three interconnected aspects of the role: the homeroom teacher as a caregiving figure deeply involved in students’ emotional and social well-being; as a class manager orchestrating classroom dynamics and communication; and as a personal and social guide modeling values and promoting interpersonal growth.

This multifaceted perception aligns with previous studies portraying the homeroom teacher as a moral and educational leader (Cohen, 2010; Coleman, 2011; Noddings, 2006) and is consistent with the Ministry of Education’s formal expectations regarding social-emotional development and civic education (Ministry of Education, 1994, 1996). At the same time, participants in this study expanded on these definitions, emphasizing the emotional intensity and relational depth of their work. Many used metaphors such as “parent,” “psychologist,” or “guide” to describe their role, underscoring their unique position in supporting students through the complexities of early adolescence (Blakemore, 2018; Oplatka & Tubin, 2009; Raichel, 2022; Velez et al., 2020). Recent research supports this broadened view, highlighting homeroom teachers’ involvement in identifying risky behaviors and absenteeism among adolescents, and positioning them as central figures in early detection and intervention efforts (Da’as, 2025).

The profile of the ideal homeroom teacher, as portrayed by participants, emphasizes a combination of personal traits and pedagogical skills. According to the interviewees, effective homeroom teachers must be inclusive, empathetic, and patient, while also demonstrating emotional maturity and a deep understanding of adolescents’ cultural and personal worlds. These attributes reflect the developmental complexities of early adolescence, a stage marked by heightened emotional sensitivity, identity exploration, and social reorientation (Blakemore, 2018; Steinberg, 2014), and resonate with the ethic of care central to educational relationships (Noddings, 2006, 2007). In addition to relational and emotional capacities, participants stressed the importance of classroom management skills, particularly assertiveness, boundary-setting, and flexibility. Other frequently mentioned qualities included a love for students and teaching, a sense of humor, perseverance, strong organizational abilities, and effective time management.

Teachers also articulated traits linked to broader educational values. Participants from the state (secular) education system emphasized openness, creativity, relevance, curiosity, and familiarity with digital media, aligning with contemporary approaches to culturally responsive and student-centered pedagogy. In contrast, participants from the state-religious education system highlighted the importance of instilling values and faith, demonstrating modesty, and serving as moral exemplars in accordance with religious norms (Lerner, 2009). These distinctions underscore how the ideal homeroom teacher is shaped not only by pedagogical expectations but also by institutional and ideological contexts. This personalized construction of professional identity aligns with research emphasizing teachers’ biographical engagement with their roles (Goodson, 2003; Kelchtermans, 2005) and highlights the interplay between teachers’ personal values and their professional practices.

While the role of the homeroom teacher is widely regarded as central and multifaceted, the findings indicate that assignments to this position are not consistently based on professional suitability or prior training. Many participants noted a shortage of teachers willing to assume homeroom responsibilities, particularly in middle schools. In response, school administrators often assign novice or student teachers to the role, or appoint one teacher to manage multiple classes. Such arrangements, driven by necessity rather than pedagogical planning, reflect broader systemic challenges in recruiting and retaining educators for emotionally demanding positions. They also raise fundamental questions about the professionalization of homeroom teaching, with some participants suggesting that it is gradually evolving into a distinct domain requiring dedicated training and recognition within teacher education frameworks. These insights resonate with Becher and Lefstein’s (2021) critique of the bureaucratic constraints that limit teachers’ agency and with Weissblei’s (2023) analysis of the fragmented responsibility for homeroom teacher preparation.

Participants unanimously emphasized the absence of structured, foundational training for middle school homeroom teachers. Existing teacher education programs were described as discipline-oriented, offering only superficial exposure to adolescent development or the relational dimensions of teaching. As a result, essential competencies, such as managing emotional dynamics, building trust with students and families, or coordinating between stakeholders, are typically acquired informally through on-the-job experience. This reflects a persistent gap in the priorities of teacher preparation frameworks, which continue to privilege subject-matter expertise over the complex interpersonal and developmental demands of homeroom teaching (Bai et al., 2009; Weissblei, 2023).

Professional learning in this context relies heavily on school-based resources. Participants highlighted school counselors and grade-level coordinators as key figures in their professional growth, especially through weekly mentoring sessions. While these meetings were valued, they were often limited in scope due to time constraints and the growing complexity of student needs. These findings align with research emphasizing the role of informal mentoring and localized support structures in shaping teachers’ professional development (Goodson, 2003). However, they also underscore the need to institutionalize structured preparation and ongoing support for homeroom teachers as a core component of teacher education, particularly in light of the developmental challenges of early adolescence.

Limitations and Future Directions

A limitation of this study is its exclusive use of semi-structured interviews, which, while suitable for exploring participants’ lived experiences, may have limited the contextual depth that could have been gained through additional sources such as classroom observations. Future research could incorporate complementary methods, such as participant journals or narrative accounts, to enrich the data. Additional studies might also compare the roles of homeroom teachers in elementary and middle schools, and explore how teacher training programs conceptualize and prepare teachers for the homeroom role.

Implications for Practice

The diverse responsibilities of middle school homeroom teachers call for recognizing homeroom education as a distinct professional field, with implications for training, organizational integration, status, and compensation. To address these needs, we recommend a clear and comprehensive definition of the homeroom teacher’s role in middle schools, with particular attention to the developmental characteristics of early adolescence. Practical training should be conducted in schools that correspond to the relevant educational stage, while faculty and students in teacher education programs should engage in research relevant to their area of specialization. This would enable the development of curricula better aligned with school needs. Additionally, middle school homeroom teachers should be encouraged to pursue a master’s degree in counseling to enhance their ability to support students’ emotional and social well-being.

To promote the continued professional growth of homeroom teachers, we further recommend establishing a dedicated specialization in middle school homeroom education. This track should incorporate relevant coursework from counseling programs and offer academic credit toward advanced degrees. Finally, we propose the creation of a professional homeroom teacher role responsible for guiding two homeroom classes, thereby strengthening pedagogical continuity and reinforcing the recognition of homeroom education as a specialized domain.

Conclusion

This study highlights the critical role of middle school homeroom teachers in the Hebrew state education system, emphasizing both the complexity of their responsibilities and the lack of formal training for their role. The findings indicate that, despite the centrality of homeroom teachers in fostering students’ academic, social, and emotional development, their professional preparation remains insufficient. The study also reveals the growing reluctance among teachers to take on homeroom teaching due to its increasing demands. These insights underscore the need for structured professional training, institutional support, and reconsideration of the homeroom teacher’s status as a specialized profession within the education system. Future initiatives should focus on developing targeted training programs and policy changes to ensure that homeroom teachers are adequately prepared to meet the diverse needs of their students.

Footnotes

ORCID iD

Orit Oved

Author contributions

The authors contributed to the manuscript equally.

Funding

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by Lion Family Foundation, Israel.

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

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