Journal of Management and Educational Studies 54 2025 3 1 Roya Latifi Department of Management, University of Applied Science and Technology, Ardabil Province, House of Worker Applied Science Center, Parsabad, Iran latifiro67@gmail.com Purpose: The present study aimed to conduct a structural analysis of educational performance indicators among primary school teachers, as perceived by principals and vice-principals of public schools in Parsabad County, Iran. Methodology: This research is applied in purpose and descriptive-survey in design. The statistical population comprised all principals and vice-principals of public primary schools in Parsabad County during the 2022–2023 academic year (N = 180). Based on Morgan’s table, a sample of 123 participants was estimated; however, to account for potential attrition, 158 questionnaires were distributed via simple random sampling. Ultimately, 128 complete and analyzable questionnaires were returned (response rate = 81%). Data were collected using the standard Educational Performance Questionnaire developed by Zandi (2013). After confirming face and content validity (CVR ≥ 0.80), reliability was established through Cronbach’s alpha coefficient (α = 0.852) in a pilot study. Data were analyzed using one-sample t-tests, independent t-tests, and one-way ANOVA via SPSS version 26. Findings: The overall mean score of educational performance was 3.23 out of 5, which was significantly higher than the moderate threshold of 3 (t = 3.21, p = 0.002). However, most indicators fell within the "acceptable" range. The highest mean belonged to "Encouraging students to read non-curricular books related to the subject" (M = 3.15), while the lowest was "Encouraging students to construct learning aids" (M = 2.86). No significant differences were observed in performance ratings based on respondents' gender, educational level, or age (p > 0.05). Conclusion: Although principals and vice-principals express relative satisfaction with teachers’ educational performance, the overall level remains below the desired standard. The relatively low scores in areas such as using educational media and attending to individual differences underscore the urgent need for targeted in-service training programs focusing on modern teaching methods, educational technology integration, and differentiated instruction. Educational performance teaching methods school principals primary teachers performance evaluation. https://mesj.ir/journal/article.php?id=54