CULTURAL DISTINCTION WITHIN SCHOOL ORGANIZATIONAL CULTURE AND ITS EFFECTS ON TEACHERS’ REGULATION OF EMOTIONS IN ARAB HIGH SCHOOLS IN ISRAEL
Manal Awad HIJAZI1
1Department of Management, University of Timisoara, Timisoara, Romania
Abstract: This study investigates the influence of organizational culture on the emotion’s regulation of teachers in Arab high schools in Israel. It explores how cultural and social dynamics within the school environment affect teachers’ emotional regulation and overall performance. Through qualitative methods, including in-depth interviews with principals and teachers, the study uncovers the emotional challenges teachers face, such as a sense of alienation and frustration stemming from their cultural identity as Palestinian Arabs. Findings indicate that the lack of emotional support from school leadership exacerbates these challenges, leading teachers to seek emotional relief through peer support. The study contributes to the understanding of how organizational culture impacts teacher emotions and highlights the need for leadership to foster an environment that acknowledges and supports teachers’ emotional well-being within culturally distinct educational contexts.
Key words: Organizational culture, Teacher emotions, Arab high schools, Emotional regulation, Palestinian Arab identity, Cultural context in education, School leadership, educational system in Israel, Teacher motivation, School administration.
