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.
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