The purpose of this study was to better understand why three teachers, one Christian, one Jewish, and one Muslim chose to teach in interreligious, intercultural schools in Israel and Palestine. Research has been conducted on peace education, as well as research about vocational choice, but little research has been conducted concerning educators and why they have chosen to teach in an interreligious environment. Through a historical narrative methodology, the principal investigator explored the teachers' self-understandings of their chosen vocation. The analysis of these data may aid educators in increasing global awareness of, and support for, peace teachers.

The primary research question was: What childhood and/or adult life experiences, and personal values do teachers perceive have impacted their vocational choice to teach in interreligious, intercultural schools in Israel and Palestine? Using a timeline activity to encourage self-reflection, the three teachers shared their stories. A thematic analysis informed through Atkinson (1993), Goodson and Sikes (2001), and Kvale and Brinkman (2009) revealed several common themes among the teachers' stories including: (a) each held personal values of respect and care for others, regardless of cultural or religious background; (b) each considered the children they taught as leaders for the future—it is only though the children's leadership that the current society of conflict will change (c) each had an academic or personal life experience that enlarged the teacher's world view, and (d) each shared stories of mentors, including relatives who were teachers, who influenced the decision to teach.

This research recommends to parents and primary, secondary, and higher education institutions, several intentional actions which could potentially create the mindset and experiences needed to increase the pool of future peace teachers: (a) develop the values of care, respect, and open-mindedness for diversity through learning about and living with those who are different from oneself; (b) establish mentors at an early age and throughout life who encourage a teaching vocation; and (c) have the opportunity to experience the world from a perspective other than one's primary environment (i.e., through travel and living in another country).