Impact of Organizational Culture on Teachers' regulation of Emotions in Arab High Schools in Israel

Abstract

The study investigates the effect of organizational culture on teachers' emotions in Arab high schools within Israeli society. Emotions in teaching, both positive and negative, are seen as integral to the learning environment, influencing job satisfaction, stress levels, and overall teacher performance. The research utilized a quantitative approach, employing a cross-sectional study with 504 participants from 19 Arab schools, examining the relationship between organizational culture and emotional regulation at work. The findings reveal a significant positive correlation between all dimensions of organizational culture— such as clan, adhocracy, market, and hierarchy—and various aspects of teachers' emotions, including enhancing positive effect, perspective-taking, soothing, and social modeling. The results underscore the importance of understanding the cultural diversity within Arab society and how it impacts teachers' emotional experiences. The study concludes that fostering a supportive organizational culture in schools is critical for improving teachers’ emotional well-being and, consequently, their performance.

Keywords

• organizational culture
• teachers’ emotions
• emotional well-being
• israel
• arab school