Abstract
This study delves into the firsthand experiences of educators within private Arab schools in Israel in response to the escalating trends of privatization. Through conducting semi-structured interviews with 10 principals and educators from private institutions, a phenomenological approach was employed to uncover their perspectives on achievements and neoliberal challenges encountered in their educational roles. The findings elucidate a nuanced interplay of factors propelling the privatization process, including the demand for quality education, the cultivation of identity, and discontentment with public schooling systems. Participants highlighted the advantages offered by the flexibility and resources available in private educational settings. Nonetheless, concerns surfaced regarding issues of equitable access, regulatory oversight, workload demands, and clashes with the Ministry of Education’s privatization policies. Educators articulated both the benefits and risks associated with the privatization of schools. The study advocates for the implementation of standardized oversight mechanisms, specialized training to uphold principles of equity, fostering public–private partnerships, and the necessity for further research to shape practical policy that align privatization with educational excellence and equal opportunities. Insights gleaned from educational leaders navigating the complexities of privatization serve as a compass for devising strategies aimed at enhancing Arab schooling through evidence-based reforms.
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