The purpose of this study was to investigate the impact of psychological factors (burnout, organizational trust, work integration, and perceived self-efficacy) for principals in Jordan to evaluate school performance. The sample was comprised of 182 principals, who were selected randomly from five different areas in Jordan. The school performance of the principals was judged through descriptive statistics. The results showed average positive association between school performance and organizational trust. School organizers were found to work very closely with work integration, psychological burnout, trust, and perceived self-efficacy. The results clearly showed that psychological burnout and perceived self-efficacy did not provide any contribution to the findings. A regression equation was used to predict school performance based on organizational trust variables and work integration for school principals.