The study investigates the effect of organizational culture on teachers' emotions in Arab Palestinian high schools within Israeli society. Emotions in teaching, both positive and negative, are seen as being 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: Emotional regulation, emotional well-being, organizational culture, teachers’ emotions.