This article explores the emotional regulation of Arab teachers working in minority and conflict-affected educational contexts in Israel, focusing on the role of school culture types in supporting teachers' well-being. In such fragile environments, teachers face unique challenges that impact their emotional health and ability to perform effectively. By integrating the C.A.R.E. Model (Cultural Awareness Regulates Emotions) with Quinn and Cameron's four organizational culture types — Clan, Adhocracy, Hierarchy, and Market—this study examines how school culture influences teachers' emotional regulation strategies. The article emphasizes the importance of cultural awareness and emotional resilience, highlighting how different school cultures provide varying levels of support for teachers' emotional well-being. This research, based on a study conducted in Arab schools in northern Israel, contributes to understanding how teachers in conflict-affected and marginalized contexts can utilize emotion regulation strategies to navigate their challenging environments effectively.

Keywords: Arab Teachers, Emotional Regulation, Minority Contexts, Conflict-Affected Schools, C.A.R.E. Model, School Culture, Teacher Well-Being, Quinn and Cameron, Fragile Educational Contexts, Organizational Culture Types, Emotional Resilience.