Organizational Culture and Its Role in Improving the Job Performance of Special Education Teachers in the North District Schools within the Green Line

The study seeks to uncover how organizational culture impacts the job performance of special education teachers in Northern District schools within the Green Line, as perceived by the teachers themselves. The research also seeks to determine the variation in teachers' assessments based on gender, years of experience, and educational level. The study objectives are accomplished using the descriptive survey approach, with the questionnaire serving as a tool for data collection. The research sample includes (160) male and female teachers, chosen through a simple random technique. The study results indicate that the impact of organizational culture on enhancing job performance for special education teachers, as perceived by them, is substantial. The findings indicate significant differences at a significance level (α) = 0.05 in sample participants' perceptions of the impact of organizational culture on enhancing job performance of special education teachers based on educational stage, favoring the primary stage. The findings do not reveal any statistically significant variations in their assessments related to gender and years of experience at a significance level of (α) = 0.05.