Investigating the Role of Learning Management in Improving the Quality of the Teaching Process in Elementary and Secondary Education

This study aimed to investigate the role of learning management in improving the quality of the teaching process in elementary and secondary schools of Parsabad city. The research approach was quantitative, employing a descriptive-survey correlational design. The statistical population comprised all teachers in these two educational levels during the academic year 2025-2026. Based on Krejcie and Morgan's table, a sample of 280 teachers was selected using stratified random sampling proportional to the size. Data were collected using a researcher-developed Learning Management Questionnaire (based on components derived from the theoretical literature) and Kevashi's Teaching Quality Questionnaire (Kevashi, 2013), whose validity and reliability (Cronbach's alpha > 0.70) were confirmed. Data analysis was performed using independent t-tests, Pearson correlation, and multiple regression in SPSS. Findings revealed a significant difference in the use of learning management between elementary and secondary teachers, with a higher mean in elementary education (p<0.001). A positive and significant relationship was observed between learning management and the quality of the teaching process (r=0.53). The impact of learning management on the quality of the teaching process was greater in elementary than in secondary education, and active approaches had a significantly stronger impact than traditional ones. Furthermore, educational feedback and formative evaluation significantly enhanced the effectiveness of learning management, increasing the model's explanatory power from 28% to 43%. The conclusion emphasizes the necessity of designing in-service training courses for secondary teachers focusing on active learning management, attending to the differences between the two levels in curriculum planning, and systematically applying formative feedback to enhance the quality of the teaching process.