جميلة،شافعيأسماء،قوراري2026-07-072026-07-072026-06-15https://dspace.univ-temouchent.edu.dz/handle/123456789/7219This study aimed to explore the nature of the relationship between the organizational work environment and professional satisfaction among primary school teachers, with particular emphasis on the human dimension as the presumed central mediating variable shaping this relationship. The study addressed the main question: What is the nature of the relationship between the organizational work environment and professional satisfaction among primary school teachers? alongside two sub-questions concerning the bond between the teacher's cultural specificity and their organizational environment, and how professional satisfaction is achieved through this interplay. A monographic method was applied to a purposive sample of 22 social actors at Bouamamah Ali 2 Primary School in El Amria, Ain Témouchent Province, using direct observation and semi-structured interviews throughout the academic year 2025/2026. Findings revealed that the human dimension surpasses material factors in shaping professional satisfaction, and that humanistic leadership constitutes the central explanatory variable of institutional belonging. However, the study simultaneously identified genuine fragility cases that constrain this satisfaction, most notably: the contradictory coexistence of institutional human satisfaction and professional grievance among certain actors, the shadow zones created by excessive humanization within the organizational system, and the phenomenon of incomplete recognition whereby symbolic status is granted through seniority in formal professional spaces while the actor remains excluded from certain informal social decision-making areas. The study further demonstrated that the institution's symbolic space is not a completed structure but rather a continuously renewed fabric confronting real cultural tensions, such as gender differences that sometimes hinder full integration into the professional community.otherOrganizational work environmentprofessional satisfactionhuman dimensioncultural specificityhumanistic leadershipinstitutional belongingAlgerian primary schoolThesis