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.The objective of this study is to examine how the organizational culture within Arab high schools in Israel affects teachers' emotional regulation and teachers’ performance, particularly in the context of their unique cultural and professional identity as Palestinian Arabs. The study is part of a wider mixed research on the relation between organizational culture and teachers regulation of emotions. It also aims to reveal how the lack of a distinct Arab educational culture influence teachers' emotions and their ability to manage these emotions in the workplace. Additionally, it seeks to explore the role of school leadership in either supporting or neglecting the emotional needs of teachers, contributing to a broader understanding of the interplay between organizational culture and emotional well-being in educational settings.

Keywords: 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.