The aim of the study is to present a model for enhancing the educational literacy of elementary school principals in Tehran. In terms of research objectives, this study is classified as applied research; regarding its methodology—specifically data collection and analysis—it is a qualitative, field-based, and analytical study. The statistical population consisted of experts and specialists in the fields of educational sciences and the educational system. Sampling for the qualitative phase was conducted using purposive (judgmental) and convenience sampling; the sample size was determined based on the principle of theoretical saturation, resulting in the analysis of 16 interviews. The selected experts possessed relevant academic backgrounds and at least 10 years of professional experience. Data analysis was performed using the Grounded Theory method, following the approach developed by Strauss and Corbin—a qualitative research technique employed for the analysis and interpretation of textual, verbal, or visual content. Data coding was carried out using MAXQDA software. In the selective coding phase, the codes and axial categories were organized—based on the Strauss and Corbin paradigm model—into six main categories: contextual conditions, causal conditions, the core phenomenon, intervening conditions, strategies, and consequences. This framework comprised 146 open codes and 20 subcategories. The findings indicate that an elementary school principal cannot function merely as an administrative manager; rather, they must act as an "educational and pedagogical leader" to improve educational performance at the elementary level. Consequently, enhancing the educational literacy of elementary school principals is a prerequisite for achieving this goal