This study aimed to identify the effective managerial factors influencing the synergy of challenging elementary school teachers in Khuzestan province, Iran, using a Total Quality Management (TQM) approach. The research employed a mixed-methods (qualitative-quantitative) sequential exploratory design with a classification model. In the qualitative phase, the target population consisted of experts and specialists with at least 15 years of professional experience, from which 12 participants were selected via purposive sampling (theoretical saturation). Qualitative data were analyzed using thematic analysis and three-level coding (basic, organizing, and core themes), culminating in the development of a thematic network. In the quantitative phase, the statistical population included 300 experienced elementary school teachers and principals from cities across Khuzestan province. Using Cochran’s formula, 169 participants were systematically selected as the sample and completed a researcher-developed questionnaire based on qualitative findings. Quantitative data analysis utilized descriptive statistics (mean, standard deviation, etc.) and inferential statistics.The findings revealed that effective managerial factors influencing teacher synergy fall into six categories: individual factors (6 components), group factors (3 components), environmental factors (3 components), contextual and conceptual factors (6 components), managerial factors (5 components), and structural and functional factors (3 components). Quantitative ranking indicated that the structural and functional dimension held the highest importance, though all dimensions were closely interrelated and mutually reinforcing. These results can contribute to improving educational and managerial policies in schools.