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This study aims to investigate the primary factors contributing to irregular salary disbursements in Palestine during emergencies, identify potential interventions to address the issue, and evaluate the consequences of financial instability on the quality of education.

A mixed-methods approach was employed, combining quantitative and qualitative methodologies. For the quantitative component, a descriptive research design was adopted using a questionnaire to measure the influence of irregular teacher salaries on education quality.

The qualitative component utilizes individual interviews and focus groups as data collection tools. The study sample included teachers, school principals, policymakers from the Palestinian Ministry of Education and Higher Education, policymakers from the Palestinian Ministries of Finance and Economy, and officials from Donor organizations supporting Palestine’s education sector. The quantitative sample comprised 1592 teachers, while the qualitative sample included 15 individual interviews and two focus groups: one with 12 teachers and another with 15 school principals.

The results revealed that the salary crisis in Palestine in general and specifically teachers’ salaries result from Israeli occupation policies, the Palestinian economy’s reliance on external aid, an increase in the number of teachers, and the challenging economic and political conditions faced by the Palestinian Authority) (PA). Potential interventions to resolve irregular salary issues include increasing international grants and aid, borrowing, and reactivating the "Revolving Fund Agreement". The latter allows the European Union to cover tax revenues withheld by the Israeli occupation as an interest-free loan. The findings also highlighted the impact of irregular salaries on education quality: irregular payments significantly hinder teachers’ ability to perform their duties effectively, strain teacher-student relationships, and disrupt classroom dynamics. Gender and age-based differences were observed, with male teachers perceiving a more pronounced impact on their work. Teachers aged 41–50 and those over 50 reported greater effects on their relationships with students compared to younger teachers. A one-way ANOVA test indicated no significant differences in impact based on teaching experience.

Proposed interventions to mitigate these effects include professional development programs to help teachers manage stress, incentive programs, and community engagement initiatives. Based on these results, a set of recommendations is made: Unite efforts globally, regionally, and nationally to support teachers' salaries, explore possible mechanisms to ensure financial stability during crises, including the activation of a financial safety net and/or the reactivation of the “Revolving Fund” agreement, reduce teachers’ financial burden, provide moral and material support incentives for teachers amidst the ongoing salary crisis, and ensure transparent communication and disbursement of salary arrears.