The Role of Organizational Culture in Enhancing Administrative Performance among School Principals: An Analytical Study of the Opinions of a Sample of Private School Principals in Erbil

Account and Financial Management Journal e-ISSN: 2456-3374 Volume 10 Issue 12 December 2025, Page No.-3907-3918 DOI: 10.47191/afmj/v10i12.05, Impact Factor: 8.167 © 2025, AFMJ 3907 Hassan Hamad Abdulla1, AFMJ Volume 10 Issue 12 December 2025 The Role of Organizational Culture in Enhancing Administrative Performance among School Principals: An Analytical Study of the Opinions of a Sample of Private School Principals in Erbil Hassan Hamad Abdulla1, Dr. Hoshmand Rafiq Ibrahim2, Dr. Saman Sidqi Hamad Ameen3 1Central Education Directorate/Ministry of Education/Kurdistan Regional Government-Iraq 2College of Administration and Economics Salahaddin UniversityErbil/ Kurdistan Regional -Iraq 3Erbil Technical Administrative College, Erbil Polytechnic University/ Kurdistan Regional -Iraq ABSTRACT: This study aims to determine the role of organizational culture in enhancing administrative performance among private school principals in Erbil. Organizational culture serves as the independent variable through three dimensions: teamwork, norms and laws, innovation and creativity. Administrative performance serves as the dependent variable through three dimensions: decision-making, guidance and control, planning and organization. These dimensions directly influence how principals make decisions and how they interact with teachers and students. The study relied on a descriptive analytical approach by collecting and analyzing the opinions of a sample of private school principals. The variables were described, and the relationships and impact between them were analyzed. The field of study comprised private schools in Erbil city center. The study sample consisted of (80) respondents out of a total of (110) school principals. The hypotheses were tested using statistical methods using the computer program (SPSS V.24). The study leads to a set of main conclusions that there is a critical and spiritual relationship between the dimensions of organizational culture and the dimensions of managerial performance Private schools in Erbil. The study includes a collection of recommendations to encourage principals to identify the type of positive culture in their schools and work on developing it as a culture that supports creativity and collective action. and the issue, and the initiative. KEYWORDS: Organizational Culture, Administrative Performance, School Principals, Private Schools, Erbil City. INTRODUCTION Educational institutions are among the most important pillars of societal development, bearing the responsibility of preparing a generation that is aware and capable of keeping pace with rapid changes. In this context, the administrative performance of school principals has become a vital element in determining the quality of educational outcomes. The more effective and efficient a principal is in managing their school's affairs, the more positively this is reflected in the performance of teachers and students. Despite the importance of material and technological factors, recent studies have proven that organizational culture is the hidden engine of institutional success. It forms the value and behavioral framework that governs the actions of individuals within the organization and directly affects their level of commitment, productivity, and job satisfaction. In the educational work environment, organizational culture translates into a set of shared values and beliefs about how to achieve goals, how to deal with challenges, and how to shape relationships between members of the teaching and administrative staff. This study aims to highlight the importance and necessity of organizational culture and its impact on enhancing the administrative performance of private school principals in Erbil, Kurdistan RegionIraq. 1. General Framework and Methodology of the Research: This research outlines the general framework, methodology, statistical tools used for data analysis and hypothesis testing, and the research population and sample, as follows: 1.1 Research Problem Despite the increasing importance of organizational culture, many institutions still face challenges in its effective implementation, which affects the quality of their administrative performance. The study problem is addressed in the following question: What role does organizational culture play in enhancing administrative performance in private schools? This question leads to the following subquestions: • What is the current state of organizational culture in private schools in Erbil from the perspective of school principals? “The Role of Organizational Culture in Enhancing Administrative Performance among School Principals: An Analytical Study of the Opinions of a Sample of Private School Principals in Erbil” 3908 Hassan Hamad Abdulla1, AFMJ Volume 10 Issue 12 December 2025 • What is the level of administrative performance of private school principals in Erbil? • What is the relationship between organizational culture and administrative performance among private school principals in Erbil? • Are there statistically significant differences in the relationship between organizational culture and administrative performance attributable to the demographic variables (such as age, experience, and educational qualifications) of the principals? Given the importance of economic intelligence in general, and the importance of strategic decision-making in particular, the need to address this issue becomes apparent. This research seeks to answer the following questions: 1. What is the nature of the relationship between organizational culture, in its various dimensions, and managerial performance? 2. What is the impact of the dimensions of organizational culture on managerial performance? 2.1. Research Objectives: This study aims to achieve the following objectives: 1. To analyze the theoretical and applied relationship between organizational culture and administrative performance. 2. To determine the extent to which private school principals understand the concept of organizational culture and its importance in the work environment. 3. To identify the most prominent features of the prevailing organizational culture in private schools in Erbil, such as work values, communication styles, and reward systems. 4. To analyze the impact of different dimensions of organizational culture on the administrative performance of school principals, with the aim of identifying which cultural aspects positively or negatively affect their performance. 5. To provide practical recommendations to contribute to the development of organizational culture in these schools, thereby supporting and improving the administrative performance of principals and ultimately leading to improved quality of education. 3.1. Research Hypotheses: The research hypotheses are as follows: First Hypothesis: Nullifying Hypothesis (H0): There is no statistically significant positive correlation between organizational culture and administrative performance at a significance level of 0.05. Alternative Hypothesis (H1): There is statistically significant positive correlation between organizational culture and administrative performance at a significance level of 0.05. Second Hypothesis: Nullifying Hypothesis (H0): There is no statistically significant positive correlation between the dimensions of organizational culture and administrative performance at a significance level of 0.05. -Alternative Hypothesis (H1): There is a statistically significant positive correlation between the dimensions of organizational culture and administrative performance at a significance level of 0.05. -Third Hypothesis: Nullifying Hypothesis (H0): Organizational culture does not have a statistically significant positive effect on administrative performance at a significance level of 0.05. Alternative hypothesis (H1): Organizational culture has a statistically significant positive impact on managerial performance at a significance level of 0.05. 4.1 Significance of the Research: The significance of this research stems from studying the role of organizational culture in enhancing the administrative performance of school principals in private schools in Erbil, Kurdistan Region, Iraq. This research represents a valuable contribution to enriching the knowledge of other researchers in the field of organizational culture and administrative performance. - Scientific Significance: The study contributes to enriching the academic literature related to organizational culture and administrative performance, and offers new insights into the relationship between them. -Theoretical Significance: This study contributes to the theoretical framework for understanding the role of organizational culture in enhancing the administrative performance of school principals, focusing on private schools in Erbil, Kurdistan Region, Iraq. Furthermore, the study aims to enrich Iraqi, Kurdish, and word libraries with additional research on the role of organizational culture in enhancing the administrative performance of school principals in private schools in Erbil, Kurdistan Region, Iraq. 5.1. Scope of the Study: The study was defined by the following temporal, spatial, human, and cognitive parameters: - Temporal Scope: The period during which data will be collected and analyzed for this study is from April 1, 2025, to November 1, 2025. - Spatial Scope: Private schools in Erbil, Kurdistan Region, Iraq. - Human Scope: A sample of principals from private schools in Erbil. - Cognitive (Thematic) Scope: The role of organizational culture in enhancing the administrative performance of school principals. 6.1 Research Methodology: The research adopted descriptive and analytical methodologies to measure the impact of strategic leadership on economic sustainability. “The Role of Organizational Culture in Enhancing Administrative Performance among School Principals: An Analytical Study of the Opinions of a Sample of Private School Principals in Erbil” 3909 Hassan Hamad Abdulla1, AFMJ Volume 10 Issue 12 December 2025 -Methods Used: Quantitative and qualitative data analysis using software such as SPSS to analyze questionnaires and test hypotheses. -Data Collection Tools: Questionnaires and literature reviews. -Research Population: Private schools in Erbil, Kurdistan Region, Iraq. - Sample size: (80) participants from private school principals in Erbil. 7.1 Research sources for data collection: Information and data for the research were collected from primary and secondary sources, the World Wide Web (Internet), and library resources. There are approximately (110) private schools in Erbil registered with the Ministry of Education/Kurdistan Regional Government - Iraq. 8.1. Research Model A hypothetical model was built to demonstrate the possibility of providing a suitable environment for private schools in Erbil, Kurdistan Region, Iraq, through three dimensions of organizational culture (teamwork, norms and laws, innovation and creativity) and three dimensions of administrative performance (decision-making, guidance and control, planning and organization), and to demonstrate the extent of their impact between the two research variables and express the extent of their consistency with the work environment in private schools, as shown in Figure(1). Figure (1) Research Model Source: Prepared by researchers Correlation relationship Influence relationship 2.THEORETICAL FRAMEWORK 1.2 The Concept of Organizational Culture The concept of organizational culture is a modern one addressed in management literature. This concept encompasses the knowledge, ideas, and values that emerge among the members of a society (Al-Atabi, 2014, p.13) . Organizational culture is defined as a set of values, beliefs, practices, and customs that school administrators practice, which regulate their relationships, functions, interactions, and achievements within the educational system. It was measured through teachers' responses to a questionnaire on organizational culture (Al-Marqatan, 2020, p. 11). The concept of organizational culture has been transferred to the educational and general fields, particularly schools, as social organizations with a unique character that distinguishes them from others. Each school has its own culture with a specific system of complex values that govern social relationships among individuals, such as customs and laws through which work ethics are expressed. The importance of this concept stems from its role as a framework for defining employee behavior and the behavioral and relationship models that should be followed and guided by it (Muqabala, 2022, p. 181) . Abu Kosh (2024, p. 174) defines it as the prevailing values that school principals contribute to shaping through their interaction with the school community. These values include teamwork, establishing humane relationships within the school community, encouraging innovation and renewal, and achieving fairness among school staff. Researchers define organizational culture as the spirit that animates the school and determines the nature of Teamwork Customs and laws Innovation and creativity decision making Guidance and control Planning and Organization Independent variable: Organizational Culture Dependent variable: Administrative performance “The Role of Organizational Culture in Enhancing Administrative Performance among School Principals: An Analytical Study of the Opinions of a Sample of Private School Principals in Erbil” 3910 Hassan Hamad Abdulla1, AFMJ Volume 10 Issue 12 December 2025 work within it. The principal is considered the primary architect of this culture . 2.2 The Importance of Organizational Culture Organizational culture affects all aspects of business, especially in the field of educational administration. AlShammari and Al-Anzi (2022, p.183) summarize the importance of organizational culture in several points as follows: - It establishes an organizational identity, unites its members, and distinguishes them from others. - It fosters loyalty and a sense of belonging to the organization. - It achieves organizational stability. - It cultivates awareness of surrounding events and issues. - It identifies areas of common interest. - It helps determine administrative priorities. - It anticipates administrative behavior patterns in difficult situations and crises. - It promotes desired leadership and guidance roles. - It provides a self-monitoring mechanism for desired behavior and attitude patterns. - It establishes a framework for teachers that helps them understand the organization's directions and activities and guides them toward appropriate behavior. 3.3 Types of Organizational Cultures Researchers and writers specializing in organizational culture have differed in defining specific types, relying on a range of divisions and classifications. Among the most important of these is Harrison's classification, which divides organizational culture into four types (Abbas, 2022, p. 12): 1. Power Culture: A power culture typically derives its strength from a single source. This source is the deployment of a specialized function aimed at controlling and influencing all aspects of the organization (a spiderweb). The effectiveness of this culture depends on mutual trust between leaders and employees, as well as on personal, interpersonal communication. Power is distributed in this culture, but there is a strong sense of cooperation between the organization and its members to achieve shared goals. This type is prevalent in relatively small and modern organizations. 2. Role Culture: The strength of a role culture lies in functional specialization. A role culture is viewed as a set of pillars managed and coordinated by a limited group of executives. Rules and procedures govern the internal environment, and this type is most successful in stable environments. This type can be observed in bureaucratic organizations. 3. People-Centered Culture: This culture is based on the collective participation of individuals in decision-making. It prioritizes individuals and prevents any single individual from dominating the rest. This type of culture is often observed in small, technically-oriented organizations. 4. Task-Centered Culture: This culture focuses on task completion. Power is distributed and dispersed, relying more on expertise than on position or personal influence. It typically develops in organizations that focus on specific projects, where dedicated teams are assigned to complete them. These teams are characterized by flexibility, alignment, harmony, and relative autonomy in decision-making and shared responsibilities. Habashi (2024, p. 30) noted that organizational culture can be either strong or weak. In a strong culture, employees adopt the same beliefs, principles, and values as the organization. Organizations with strong cultures achieve significant success because they promote the alignment of goals, contribute to stability, commitment, and high employee engagement, and lead to lower employee turnover. 4.2 Organizational Culture in the Field of Administrative Practices: Administrative practices encompass the actions and duties performed by the principal within the school, which lead to the achievement of the school's defined educational goals through the best educational and administrative means. Among the administrative tasks and functions performed by the principal in the school are planning, organizing, coordinating, directing, supervising, monitoring, and evaluating (Alian, 2012, p. 31). (Ahbeil et al., 2022, p.30) indicated that among the responsibilities of the school principal, as an educational leader, is identifying all the educational and administrative competencies present in the school, distributing responsibilities among them according to their aptitudes and abilities, placing the right person in the right position, working to raise the professional and technical level of all staff members, encouraging them to seek knowledge, undergo training and self-development, and continue experimenting, researching, and innovating to perform their duties to the best of their ability. This includes planning and implementing successful educational situations and serious educational experiments that benefit students and the surrounding environment. Organizational culture plays a crucial role in enhancing the administrative performance of private school principals by providing a positive and motivating work environment. Organizational culture is the set of shared values, beliefs, principles, and behaviors that define how individuals work and interact within the school. When this culture is strong and positive, it contributes to the efficient and effective achievement of educational and administrative goals. 5.2 The Concept of Administrative Performance Before we delve into the concept of administrative performance, it is important to define it as: “An expression of the degree to which an individual, team, or organization “The Role of Organizational Culture in Enhancing Administrative Performance among School Principals: An Analytical Study of the Opinions of a Sample of Private School Principals in Erbil” 3911 Hassan Hamad Abdulla1, AFMJ Volume 10 Issue 12 December 2025 achieves its planned goals efficiently and effectively” (AlAhmadi, 2018, p. 434). It encompasses the responsibilities, duties, and tasks that an individual must perform within their job position in the institution where they work (Al-Akouri, 2024, p. 462). Many experts in administrative work believe that administrative performance is one of the administrative variables that impacts the morale of the manager and their staff. There should be shared perspectives between the manager and their staff regarding the tasks expected to be accomplished, in addition to defining school objectives (educational/pedagogical). Furthermore, the manager should support all members of the school community—students, teachers, and staff—to encourage and motivate them to fulfill their roles (Kamel, 2029, p. 44). 6.2 Objectives of Enhancing Administrative Performance Every enhancement process has its own specific objectives; however, the overall goal of any The process of enhancing performance involves improving school principals. Al-Afad and Al-Najjar (2022, p. 41) stated that the objectives of enhancing school principals include: - Improving educational outcomes for students by enhancing the quality of teaching and leadership. - Integrating policies, practices, standards, and procedures that link the school's goals and objectives. - Establishing agreed-upon performance expectations and performance measurement processes based on these expectations. - Focusing on the professional development of each school. 7.2 Challenges in enhancing the administrative performance of school principals Hassanin et al. (2022, pp. 10-23) identified several obstacles facing school administrations that hinder the development of principals' administrative performance, including: 1. Technical: This refers to obstacles related to the educational process, such as the low performance level of some teachers due to professional, personal, or psychological reasons, which negatively impacts the school's effectiveness and outcomes. It also includes deficiencies in teachers' professional preparation and qualification levels, forcing principals to rely on unqualified or non-specialized individuals to perform certain tasks, or to delegate responsibilities to teachers whose qualifications and abilities the principal trusts. 2. Administrative: This refers to obstacles related to the administrative aspect, including: - Insufficient financial resources to fulfill the tasks and responsibilities of the school principal. - Inadequate availability or unsuitability of school buildings and necessary facilities. - Weak or nonexistent administrative skills among some school administrators. - Overcrowded classrooms with students who have exceeded the school's reasonable admission age. 3. DESCRIPTIVE STATISTICS AND DATA QUALITY TESTS To achieve the objectives of this study, a range of appropriate statistical methods were employed. The fivepoint Likert scale was used to measure participants' attitudes and opinions, while the arithmetic mean and standard deviation were used for descriptive data analysis. Cronbach's alpha test was also adopted to ensure the reliability of the questionnaire instrument, in addition to using Pearson's correlation coefficient and regression analysis to examine the nature of the relationships between the variables under investigation . 1.3 Internal Reliability Test of the Questionnaire (Consistency) : Reliability testing is a fundamental step to ensure the reliability of the results obtained in any questionnaire-based study. Reliability reflects the ability of a measurement instrument to produce similar and stable results when readministered to the same individuals under similar conditions. One of the most prominent statistical methods used in this field is Cronbach's alpha coefficient, which is considered one of the most important indicators of internal consistency. The value of this coefficient ranges from 0 to 1, where values below 0.60 indicate weak internal consistency, while values between 0.60 and 0.80 reflect an acceptable to good level of reliability. Values above 0.80 indicate a high level of reliability, and a value of 1 represents perfect reliability, as explained by Cronbach (1951). To determine the effectiveness of the research instrument used in this study, Cronbach's alpha coefficient was calculated for each of the two variables, in addition to the overall reliability coefficient for the questionnaire. These results are presented in detail in Table 1, showing the coefficient values for each variable and the number of items comprising it. This step is essential to ensure the questionnaire's validity and to confirm that all its items accurately and consistently measure the targeted concepts . Table (2) Cronbach's Alpha test for measuring questionnaire reliability Number of paragraphs Cronbach's alpha coefficient Form paragraphs 12 0.801 Organizational culture 12 0.769 Administrative performance Source: Prepared by researchers using SPSS “The Role of Organizational Culture in Enhancing Administrative Performance among School Principals: An Analytical Study of the Opinions of a Sample of Private School Principals in Erbil” 3912 Hassan Hamad Abdulla1, AFMJ Volume 10 Issue 12 December 2025 Table (1) shows that Cronbach's alpha coefficient for the organizational culture questionnaire was (0.801) with 12 items, while Cronbach's alpha coefficient for the managerial performance questionnaire was (0.769) with 12 items as well. These values indicate that both questionnaires have good to excellent reliability, reflecting the instrument's high reliability in data collection and its ability to produce consistent results when applied to the same sample under similar conditions . 2.3 Statistical Description of Personal Characteristics: The personal characteristics of the survey respondents can be represented as follows: Table (2) Frequency distribution by gender Percentage Frequency Gender categories 41.3 33 male 58.8 47 female 100 80 total Source: Prepared by researchers using SPSS Table (2) shows that the majority of the sample of private school principals in Erbil are female (58.8%), while males constitute (41.3%) of the total sample of (80) participants. This indicates that women represent a larger percentage within the study sample, reflecting a clear participation of women in administrative positions in private schools within the city . Table (3) Frequency distribution by age group Percentage Frequency age group 10.0 8 Under 30 years old 51.3 41 31-40 23.8 19 41-50 15.0 12 More than 50 years 100 80 total Source: Prepared by researchers using SPSS Table (3) shows that the most represented age group among private school principals in Erbil is the 31–40 age group, representing 51.3% of the total sample, followed by the 41–50 age group at 23.8%, then the 50+ age group at 15.0%, while the least represented group was those under 30 years old at 10.0%. This indicates that the majority of participants belong to the middle age group, a stage in which a combination of practical experience and the ability to effectively perform administrative roles is expected . Table (4) Frequency distribution according to academic achievement Percentage Frequency academic achievement 1.3 1 Diploma 82.5 66 Bachelor's Degree 2.5 2 Higher Diploma 12.5 10 Master's Degree 1.3 1 Doctorate 100 80 total Source: Prepared by researchers using SPSS “The Role of Organizational Culture in Enhancing Administrative Performance among School Principals: An Analytical Study of the Opinions of a Sample of Private School Principals in Erbil” 3913 Hassan Hamad Abdulla1, AFMJ Volume 10 Issue 12 December 2025 Table (4) shows that the vast majority of private school principals in Erbil hold a bachelor's degree (82.5%), followed by those with a master's degree (12.5%), and then a higher diploma (2.5%). The percentages of those holding a doctorate and a diploma were equally low (1.3% each). This indicates that the most common academic qualification among the sample is a bachelor's degree, with a limited number holding postgraduate degrees . Table (5) Frequency distribution according to years of administrative experience in the school Percentage Frequency administrative experience 20.0 16 Under 5 years 57.5 46 5-10 years 11.3 9 11-15 years 11.3 9 Over 15 years 100 80 total Source: Prepared by researchers using SPSS Table (5) shows that the majority of private school principals in Erbil have between 5 and 10 years of administrative experience, representing 57.5% of the total sample. This is followed by those with less than 5 years of experience, at 20.0%. The remaining percentages are equally distributed between those with 11-15 years of experience and those with more than 15 years of experience, at 11.3% each. This indicates that most members of the sample possess moderate experience in the administrative field, which may contribute to achieving a balance between practical experience and the ability to keep pace with the demands of educational and administrative work . Table (6) Frequency distribution according to years of experience in the field of education Percentage Frequency experience in the field of education 11.3 9 Under 5 years 26.3 21 5-10 years 30.0 24 11-15 years 12.5 10 16-20 years 8.8 7 21-25 years 11.3 9 Over 25 years 100 80 total Source: Prepared by researchers using SPSS Table (6) shows that the most represented age group among private school principals in Erbil, in terms of years of experience in education, is the 11–15 year age group (30.0%), followed by the 5–10 year age group (26.3%), and then the 16–20 year age group (12.5%). The least represented age group was the 21–25 year age group (8.8%), while the less than 5 year age group and the more than 21 year age group each had 11.3%. This indicates that most participants possess moderate to long years of teaching experience, reflecting their established expertise in the field of education and their ability to perform their administrative duties efficiently . 3.3 Analysis of Study Themes and Hypotheses : This research presents a comprehensive analytical study of the study's themes to understand their reality within the target research community. The following is a detailed presentation of the results, clarifying the main themes and hypotheses upon which the study was based, and demonstrating their relevance to the studied community and the relationships between them. The most important statistical and analytical indicators will be presented, reflecting an accurate picture of the phenomenon under investigation. This will be accompanied by an evaluation of the validity of the previously formulated hypotheses and an interpretation of the “The Role of Organizational Culture in Enhancing Administrative Performance among School Principals: An Analytical Study of the Opinions of a Sample of Private School Principals in Erbil” 3914 Hassan Hamad Abdulla1, AFMJ Volume 10 Issue 12 December 2025 extracted results in light of the theoretical framework and relevant previous studies . First Hypothesis: Null Hypothesis (H0): There is no statistically significant positive correlation between organizational culture and administrative performance at a significance level of 0.05. Alternative Hypothesis (H1): There is a statistically significant positive correlation between organizational culture and administrative performance at a significance level of 0.05 . Table (7) shows a moderately strong positive correlation between organizational culture and administrative performance, with a Pearson correlation coefficient of 0.577 at a significance level of 0.000 (Sig = 0.000), which is less than the required significance level of 0.05. This indicates that the relationship between the two variables is statistically significant. Based on this result, the null hypothesis (H0), which states that there is no relationship, is rejected, and the alternative hypothesis (H1), which confirms the existence of a statistically significant positive correlation between organizational culture and administrative performance among private school principals in Erbil, is accepted . Table (7) Pearson's correlation coefficient between the two variables Administrative performance Organizational culture Variables .577** 1 Pearson correlation coefficient Organizational culture 0.000 p-value .577** Pearson correlation coefficient Administrative performance 0.000 p-value Source: Prepared by researchers using SPSS Second Hypothesis: The null hypothesis (H0): There is no statistically significant positive correlation between the dimensions of organizational culture and administrative performance at a significance level of 0.05. Alternative Hypothesis (H1): There is a statistically significant positive correlation between the dimensions of organizational culture and administrative performance at a significance level of 0.05. Table (8) shows the existence of positive and significant correlations between the dimensions of organizational culture and the dimensions of administrative performance. The correlation coefficient between teamwork and decisionmaking reached 0.306** at a significance level of 0.006, and between norms, rules, direction, and control reached 0.353** at a significance level of 0.000. A relatively strong correlation also appeared between innovation, creativity, planning, and organization (0.638**) at a significance level of 0.000. Since all Sig values are less than 0.05, the relationships between the dimensions are statistically significant. Based on these results, the null hypothesis (H0), which states that there is no relationship, is rejected, and the alternative hypothesis (H1), which confirms the existence of a positive and significant correlation between the dimensions of organizational culture and the dimensions of administrative performance among private school principals in Erbil, is accepted. Table (8) Pearson's correlation coefficient between the two variable dimensions p-value Pearson correlation coefficient Correlation between the two variables 0.006 .306** Teamwork - Decision-Making 0.000 .353** Norms and Rules - Directing and Controlling 0.000 .638** Innovation and Creativity - Planning and Organizing Source: Prepared by researchers using SPSS Third Hypothesis: The Null Hypothesis (H0): Organizational culture does not have a statistically significant positive effect on administrative performance at a significance level of 0.05. Alternative Hypothesis (H1): Organizational culture has a statistically significant positive effect on administrative performance at a significance level of 0.05. Table (9) shows the results of the simple linear regression analysis to measure the effect of organizational culture (independent variable) on administrative performance (dependent variable). The results showed that the regression coefficient for organizational culture was 0.643, with a tvalue of 6.233 at a significance level of 0.000, which is less “The Role of Organizational Culture in Enhancing Administrative Performance among School Principals: An Analytical Study of the Opinions of a Sample of Private School Principals in Erbil” 3915 Hassan Hamad Abdulla1, AFMJ Volume 10 Issue 12 December 2025 than 0.05. This indicates that the effect of organizational culture on administrative performance is statistically significant and positive. The F-value was 38.855 at a significance level of 0.000, confirming the statistical strength of the model. The coefficient of determination (R²) was 0.333, meaning that organizational culture explains 33.3% of the changes in administrative performance, while the remaining percentage is attributed to other factors not included in the model. Based on these results, the null hypothesis (H0) is rejected, and the alternative hypothesis (H1) is accepted, which states that organizational culture has a positive and significant impact on the administrative performance of private school principals in Erbil. Table (9) Models of the effect of an independent variable on a dependent variable Coefficient of determination p-values F pvalues values-t Regression coefficients Dependent variable: Administrative performance 0.333 0.000 38.855 0.006 2.846 1.326 Fixed value 0.000 6.233 0.643 Organizational culture Source: Prepared by researchers using SPSS Fourth Hypothesis: The null hypothesis (H0): The dimensions of organizational culture do not have a significant positive impact on administrative performance at a significance level of 0.05. Alternative Hypothesis (H1): The dimensions of organizational culture do have a significant positive impact on administrative performance at a significance level of 0.05. Table 10 shows the results of the linear regression analysis measuring the impact of organizational culture dimensions on administrative performance. The results showed that all three dimensions have a significant positive impact on administrative performance at a significance level of 0.05. • The teamwork dimension achieved a regression coefficient of 0.427, with a t-value of 4.456 and a p-value of 0.000, and a coefficient of determination (R² = 0.203). This means it explains approximately 20.3% of the variance in administrative performance. • The norms and rules dimension had a regression coefficient of 0.390, a t-value of 3.894, and a sigmoid coefficient of 0.000, along with a coefficient of determination (R² = 0.163), explaining 16.3% of the variance. • The innovation and creativity dimension had the highest impact, with a regression coefficient of 0.451, a t-value of 5.778, and a sigmoid coefficient of 0.000, along with a coefficient of determination (R² = 0.300), explaining 30.0% of the variance in administrative performance. These results indicate that all three dimensions positively and significantly influence administrative performance, but the innovation and creativity dimension had the greatest impact compared to the other dimensions. Therefore, the null hypothesis (H0) is rejected, and the alternative hypothesis (H1) is accepted, stating that the dimensions of organizational culture positively and significantly influence the administrative performance of private school principals in Erbil. Table (10) Models of the effect of the dimensions of an independent variable on a dependent variable Coefficient of determination values-P F values-P values-t Regression coefficients Dependent variable: Administrative performance 0.203 0.000 19.858 0.000 5.213 2.279 Fixed value 0.000 0.000 4.456 0.427 Teamwork 0.163 0.000 15.163 0.000 5.565 2.487 Fixed value 0.000 0.000 3.894 0.390 Norms and Rules 0.300 0.000 33.382 0.000 6.150 2.182 Norms and Rules 0.000 5.778 0.451 Innovation and Creativity Source: Prepared by researchers using SPSS