Acculturation and integration over time: Russian-speaking teachers 30 years after the great immigration to Israel.

This study examines the long-term acculturation and sense of belonging of Russian-speaking immigrant teachers in Israel, who arrived mainly during the 1990s from the Former Soviet Union (FSU). Using a mixed-methods approach, the research compares 57 Russian-speaking teachers to Hebrew-speaking counterparts on self-efficacy and explores acculturation attitudes among 34 of these teachers through questionnaires and open-ended responses. Findings indicate that Russian-speaking teachers generally experience positive integration, expressing strong identification with Israeli society and comfort with veteran Israeli colleagues, while maintaining aspects of their Russian cultural identity. Despite this integration, disparities remain in leadership roles and homeroom teacher positions, and occasional experiences of prejudice and cultural gaps persist. The study highlights professional identity and shared educational values as key factors fostering belonging, suggesting that involvement in school leadership could enhance immigrant teachers' integration further.