Journal of Management and Educational Studies 59 2025 3 1 Farhad Amiri Department of Management and Accounting, Islamic Azad University, Garmi Branch, Garmi, Iran amirifar@gmail.com Teacher instructional performance is a central determinant of educational quality because teachers directly shape students’ learning experiences, classroom participation, and academic development. This study aimed to evaluate the instructional performance of public elementary school teachers in Parsabad County, Iran, from the perspective of school administrators. The study employed an applied, descriptive-survey design. The statistical population consisted of administrators and deputy administrators of public elementary schools in Parsabad County. Data were collected using an instructional performance questionnaire developed by Zandi (2013), comprising 25 indicators rated on a five-point scale ranging from 1 (poor) to 5 (excellent). Face validity was established, and the reported Cronbach’s alpha coefficient was .824. Descriptive statistics and a one-sample t-test were used for data analysis in SPSS 26. The overall mean instructional performance score was 3.23, which was significantly higher than the theoretical midpoint of 3.00 (t = 3.21, p = .002), indicating a statistically significant positive evaluation of teachers’ instructional performance. However, the magnitude of the mean suggests that the performance level was closer to the acceptable range than to the excellent level. Among the 25 indicators, encouraging students to read supplementary books related to classroom subjects received the highest mean score (M = 3.158), whereas encouraging students to construct instructional aids received the lowest score (M = 2.86). The findings suggest that although elementary school teachers demonstrate generally acceptable instructional performance, further professional learning is needed, particularly in instructional technology, student-generated learning materials, differentiated instruction, classroom participation, formative assessment, and innovative teaching practices. teacher instructional performance elementary education teacher effectiveness teaching practices professional development school administrators https://mesj.ir/journal/article.php?id=59