The present study was conducted with the aim of designing a paradigmatic model for overcoming organizational bias to improve organizational performance among secondary school principals. Philosophically, this research is grounded in the interpretivist paradigm and was conducted using an inductive approach. It is an applied-developmental study in terms of purpose and a descriptive study in terms of method and data collection timeframe. A nested research design was employed to achieve the research objective. The research participants included educational management professors and secondary school principals. Using theoretical sampling and continuing until theoretical saturation was reached, a total of 21 individuals participated in the study. Data collection tools included semi-structured interviews and a decision matrix-based questionnaire. The validity of the interviews was confirmed based on four criteria: credibility, transferability, confirmability, and dependability. The reliability of the qualitative section was assessed using Holsti’s coefficient (0.754) and Cohen’s kappa coefficient (0.692), indicating satisfactory results. Data analysis was carried out using grounded theory in the qualitative phase and the SWARA method in the quantitative phase. According to the research model, causal conditions (individual bias, social bias, and bias-oriented culture) influence the core phenomenon (organizational bias). This phenomenon, along with contextual conditions (professionalism and empowerment of school principals) and intervening conditions (bureaucratic structure of schools), affects strategies and actions (strategies for overcoming bias). These factors ultimately lead to consequences such as improved individual performance of principals, enhanced school performance, and better student outcomes.