Experience of Emotions, Emotion Regulation, and Withdrawal Behavior of Arab Teachers in Israel Primary Schools

This article is aimed to shed light on teachers ability to express their positive emotions and their ability to regulate emotions, within their lives, these can have a great impact on achieving school goals by reducing there absent and withdrawal behaviors. The research is a case study seeking to explore the teachers' emotions, emotional regulation strategies, and withdrawal behaviors the unique population of the Arab sector Israel and will be conducted with quantitative analysis. The study sample for the quantitative analysis were include 513 teachers from 16 state elementary schools in the northern region of Israel who teach grades 1–6. The study used a descriptive correlation approach. By developing study questionnaires, which include; experience of emotions, emotion regulation, withdrawal behavior scale. The sample include male and female teachers The findings of the study showed that there are relationship between teachers’ intensity of experiencing certain pleasant (joy, pride, love) and unpleasant emotions (anger, exhaustion, hopelessness) at their work and the use of individual emotion regulation strategies, also the results showed that there were a relationship between teachers' absenteeism and lateness and their intensity of experiencing certain emotions (joy, pride, love, anger, exhaustion, hopelessness) at work, also from the findings showed that there are relationship between teachers’ absenteeism, lateness, and their frequency of use of emotion regulation strategies at their work.