Emotional Regulation of Arab Teachers in Minority and Conflict-Affected Educational Contexts: The Role of the C.A.R.E. Model and School Culture Types in Supporting Teacher Well-Being
DOI:
https://doi.org/10.56294/saludcyt20252224Keywords:
C.A.R.E. Model, School Culture, Teacher Well-Being, Fragile Educational, Organizational Culture, Emotional ResilienceAbstract
This study aims to understand how Arab teachers in Israel, working in tough and often conflict-ridden school settings, manage their emotions. It focuses on how the type of school culture can help support their well-being. These teachers face some pretty unique challenges that can really affect their emotional health and how well they do their jobs. The study combines the C.A.R.E. Model (Cultural Awareness Regulates Emotions) with Quinn and Cameron’s four types of school cultures including Clan, Adhocracy, Hierarchy, and Market to see how the environment influences the ways teachers handle their feelings. The piece stresses how important cultural awareness and emotional resilience and shows how different school cultures can offer varying kinds of support for teachers’ emotional health. Based on research conducted in Arab schools in northern Israel, this work explains how teachers in conflict-affected or marginalized areas can use emotion regulation strategies to better deal with their tough circumstances.
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